>>NARRATOR: The images flash >>NARRATOR: The images flash across our screens, and we >>NARRATOR: The images flash across our screens, and we wonder what compels a human across our screens, and we wonder what compels a human being to commit the most inhuman wonder what compels a human being to commit the most inhuman of crimes?

being to commit the most inhuman of crimes?

The school is in lockdown.

of crimes?

The school is in lockdown.

>>NARRATOR: In the wake of The school is in lockdown.

>>NARRATOR: In the wake of investigates the >>NARRATOR: In the wake of investigates the roots of violence.

investigates the roots of violence.

Are killers born or made?

roots of violence.

Are killers born or made?

Are mass murders driven by an Are killers born or made?

Are mass murders driven by an urge to kill or a wish to die?

Are mass murders driven by an urge to kill or a wish to die?

So he was really going through urge to kill or a wish to die?

So he was really going through hell?

So he was really going through hell?

>>Yes, he was being tormented hell?

>>Yes, he was being tormented by his friends.

>>Yes, he was being tormented by his friends.

He was a new kid at a big by his friends.

He was a new kid at a big school.

He was a new kid at a big school.

>>This sense of frustration and school.

>>This sense of frustration and hopelessness grows in them.

>>This sense of frustration and hopelessness grows in them.

>>NARRATOR: Neuroscience hopelessness grows in them.

>>NARRATOR: Neuroscience examines the causes of violent >>NARRATOR: Neuroscience examines the causes of violent behavior and the key ingredients examines the causes of violent behavior and the key ingredients in creating a killer behavior and the key ingredients in creating a killer >>We know the factors that can in creating a killer >>We know the factors that can put a child at risk for acting >>We know the factors that can put a child at risk for acting aggressive and violently.

The put a child at risk for acting aggressive and violently.

The kids who typically do these aggressive and violently.

The kids who typically do these rampages show many of the same kids who typically do these rampages show many of the same factors.

rampages show many of the same factors.

>>These were very important factors.

>>These were very important behaviors, they are telling us >>These were very important behaviors, they are telling us something.

behaviors, they are telling us something.

These were kids who are going to something.

These were kids who are going to go on to have serious hostile These were kids who are going to go on to have serious hostile and aggressive behaviors go on to have serious hostile and aggressive behaviors towards their classmates even and aggressive behaviors towards their classmates even though they don't look that way towards their classmates even though they don't look that way in infancy.

though they don't look that way in infancy.

>>NARRATOR: On the front lines in infancy.

>>NARRATOR: On the front lines working with the most violent >>NARRATOR: On the front lines working with the most violent teens working with the most violent teens >>Their way to survive, their teens >>Their way to survive, their way to be safe, is to be >>Their way to survive, their way to be safe, is to be aggressive.

way to be safe, is to be aggressive.

>>NARRATOR: In rare interviews aggressive.

>>NARRATOR: In rare interviews with families living the daily >>NARRATOR: In rare interviews with families living the daily nightmare of mental illness.

with families living the daily nightmare of mental illness.

>>Hammers, knives, scissors.

nightmare of mental illness.

>>Hammers, knives, scissors.

>>Why did you do that?

>>Hammers, knives, scissors.

>>Why did you do that?

>>Because he pulled a knife on >>Why did you do that?

>>Because he pulled a knife on me.

>>Because he pulled a knife on me.

You feel like you're in a me.

You feel like you're in a warzone, right down to the You feel like you're in a warzone, right down to the constant anxiety.. warzone, right down to the constant anxiety.. >>NARRATOR: Can we uncover constant anxiety.. >>NARRATOR: Can we uncover clues to help unravel the >>NARRATOR: Can we uncover clues to help unravel the mystery of the violent mind and clues to help unravel the mystery of the violent mind and help find ways to stop the next mystery of the violent mind and help find ways to stop the next massacre before it happens?

help find ways to stop the next massacre before it happens?

The question on everybody's mind massacre before it happens?

The question on everybody's mind is how do you prevent the next The question on everybody's mind is how do you prevent the next Newtown?

is how do you prevent the next Newtown?

"Inside the Mind of a Rampage Newtown?

"Inside the Mind of a Rampage NOVA.

>>Hi, Andy!

>>Hi, Andy!

>>Hi, Daddy >>Hi, Andy!

>>Hi, Daddy >>Andy was always real playful.

>>Hi, Daddy >>Andy was always real playful.

>>The movie that you're going >>Andy was always real playful.

>>The movie that you're going to see is going to have me in >>The movie that you're going to see is going to have me in it, and a couple of other to see is going to have me in it, and a couple of other friends.

it, and a couple of other friends.

>>He was a real kind kid.

friends.

>>He was a real kind kid.

He was the clown of the >>He was a real kind kid.

He was the clown of the classroom.

He was the clown of the classroom.

Andy was like my best friend.

classroom.

Andy was like my best friend.

>>NARRATOR: But on March 5th, Andy was like my best friend.

>>NARRATOR: But on March 5th, 2001, Jeff Williams' only child >>NARRATOR: But on March 5th, 2001, Jeff Williams' only child shattered that image.

2001, Jeff Williams' only child shattered that image.

>>About 9:30 this morning shots shattered that image.

>>About 9:30 this morning shots rang out at a suburban San Diego >>About 9:30 this morning shots rang out at a suburban San Diego high school rang out at a suburban San Diego high school >>NARRATOR: Andy Williams had high school >>NARRATOR: Andy Williams had packed a revolver in his >>NARRATOR: Andy Williams had packed a revolver in his backpack and opened fire when packed a revolver in his backpack and opened fire when he got to school, killing two backpack and opened fire when he got to school, killing two and injuring 13. he got to school, killing two and injuring 13.

>>You don't expect the class and injuring 13.

>>You don't expect the class clown would be the class killer.

>>You don't expect the class clown would be the class killer.

>>NARRATOR: How did the sweet clown would be the class killer.

>>NARRATOR: How did the sweet kid in the home movies become a >>NARRATOR: How did the sweet kid in the home movies become a rampage killer?

kid in the home movies become a rampage killer?

>>On behalf of Andy Williams, rampage killer?

>>On behalf of Andy Williams, who is present in custody before >>On behalf of Andy Williams, who is present in custody before the court.

who is present in custody before the court.

>>NARRATOR: And why does it the court.

>>NARRATOR: And why does it keep happening?

>>NARRATOR: And why does it keep happening?

>>Eyewitnesses say the two keep happening?

>>Eyewitnesses say the two gunmen, wearing black trench >>Eyewitnesses say the two gunmen, wearing black trench coats and black masks, came in gunmen, wearing black trench coats and black masks, came in shooting and began working their coats and black masks, came in shooting and began working their way through the school.

shooting and began working their way through the school.

>>NARRATOR: From Columbine, way through the school.

>>NARRATOR: From Columbine, where two seniors plotted to >>NARRATOR: From Columbine, where two seniors plotted to blow up their school.... where two seniors plotted to blow up their school.... >>A gunman appeared at the blow up their school.... >>A gunman appeared at the front of one of the theaters... >>A gunman appeared at the front of one of the theaters... >>...14 confirmed dead... front of one of the theaters... >>...14 confirmed dead... >>It seemed very methodical.

>>...14 confirmed dead... >>It seemed very methodical.

>>NARRATOR: to Aurora, where a >>It seemed very methodical.

>>NARRATOR: to Aurora, where a graduate student in neuroscience >>NARRATOR: to Aurora, where a graduate student in neuroscience took aim on a crowded theater... graduate student in neuroscience took aim on a crowded theater... >>Caller's indicating she took aim on a crowded theater... >>Caller's indicating she thinks someone is shooting in >>Caller's indicating she thinks someone is shooting in the building.

thinks someone is shooting in the building.

>>NARRATOR: to Newtown and the the building.

>>NARRATOR: to Newtown and the slaughter of 20 first graders >>NARRATOR: to Newtown and the slaughter of 20 first graders and seven adults.

slaughter of 20 first graders and seven adults.

>>State and local police are on and seven adults.

>>State and local police are on the scene.

>>State and local police are on the scene.

>>NARRATOR: The images are all the scene.

>>NARRATOR: The images are all too familiar and the questions >>NARRATOR: The images are all too familiar and the questions are always the same.

too familiar and the questions are always the same.

>>Why that young man was set are always the same.

>>Why that young man was set off?

>>Why that young man was set off?

>>Why the attack on the off?

>>Why the attack on the children at the school?

>>Why the attack on the children at the school?

>>Are there warning signs for children at the school?

>>Are there warning signs for people like this?

>>Are there warning signs for people like this?

>>NARRATOR: We all want to know people like this?

>>NARRATOR: We all want to know what was going on inside the >>NARRATOR: We all want to know what was going on inside the mind of the killer?

>>NARRATOR: Unfortunately there >>NARRATOR: Unfortunately there is no easy answer.

>>NARRATOR: Unfortunately there is no easy answer.

>>One of the most infuriating is no easy answer.

>>One of the most infuriating things as a scientist and as a >>One of the most infuriating things as a scientist and as a person is this attempt to try things as a scientist and as a person is this attempt to try and find some diagnostic label, person is this attempt to try and find some diagnostic label, some neat diagnostic box to put and find some diagnostic label, some neat diagnostic box to put this person into and thus some neat diagnostic box to put this person into and thus explain why they did this this person into and thus explain why they did this terrible, terrible thing.

explain why they did this terrible, terrible thing.

>>NARRATOR: But that has not terrible, terrible thing.

>>NARRATOR: But that has not stopped researchers from trying.

>>NARRATOR: But that has not stopped researchers from trying.

And their hunt for an stopped researchers from trying.

And their hunt for an explanation is taking them And their hunt for an explanation is taking them closer to some answers.

explanation is taking them closer to some answers.

Little did they know when the closer to some answers.

Little did they know when the work began many decades ago.

Little did they know when the work began many decades ago.

>>And a human rampage spreads work began many decades ago.

>>And a human rampage spreads death and terror across the >>And a human rampage spreads death and terror across the University of Texas campus.

death and terror across the University of Texas campus.

24-year-old old student Charles University of Texas campus.

24-year-old old student Charles Whitman goes berserk... 24-year-old old student Charles Whitman goes berserk... >>NARRATOR: In 1966, ex-marine Whitman goes berserk... >>NARRATOR: In 1966, ex-marine Charles Whitman killed his >>NARRATOR: In 1966, ex-marine Charles Whitman killed his mother and wife, then climbed to Charles Whitman killed his mother and wife, then climbed to the top of a bell tower at the mother and wife, then climbed to the top of a bell tower at the University of Texas and started the top of a bell tower at the University of Texas and started shooting.

University of Texas and started shooting.

>>One afternoon's tragic total: shooting.

>>One afternoon's tragic total: 16 dead, 33 wounded.

>>One afternoon's tragic total: 16 dead, 33 wounded.

>>NARRATOR: Whitman knew 16 dead, 33 wounded.

>>NARRATOR: Whitman knew something was wrong with his >>NARRATOR: Whitman knew something was wrong with his brain.

something was wrong with his brain.

Before he set off on his brain.

Before he set off on his rampage, he left behind writings Before he set off on his rampage, he left behind writings asking for an autopsy, hoping rampage, he left behind writings asking for an autopsy, hoping that it might reveal the source asking for an autopsy, hoping that it might reveal the source of his violent thoughts.

that it might reveal the source of his violent thoughts.

After he was gunned down by of his violent thoughts.

After he was gunned down by police, Whitman's brain was After he was gunned down by police, Whitman's brain was analyzed, revealing a nickel- police, Whitman's brain was analyzed, revealing a nickel- sized abnormality close to the analyzed, revealing a nickel- sized abnormality close to the amygdala, one of the brain's sized abnormality close to the amygdala, one of the brain's primary emotion centers.

amygdala, one of the brain's primary emotion centers.

>>And so, the thought was "A- primary emotion centers.

>>And so, the thought was "A- ha!"

>>And so, the thought was "A- ha!"

This was it.

ha!"

This was it.

This amygdala lesion in Charles This was it.

This amygdala lesion in Charles Whitman can explain his This amygdala lesion in Charles Whitman can explain his behavior.

Whitman can explain his behavior.

>>NARRATOR: In the decades behavior.

>>NARRATOR: In the decades since Charles Whitman's rampage, >>NARRATOR: In the decades since Charles Whitman's rampage, one thing has become clear: the since Charles Whitman's rampage, one thing has become clear: the human brain is not that simple.

one thing has become clear: the human brain is not that simple.

Today, CAT scans and MRIs allow human brain is not that simple.

Today, CAT scans and MRIs allow researchers to peer deep inside Today, CAT scans and MRIs allow researchers to peer deep inside the brains of violent criminals, researchers to peer deep inside the brains of violent criminals, revealing detailed anatomy and the brains of violent criminals, revealing detailed anatomy and function.

revealing detailed anatomy and function.

And using sophisticated analysis function.

And using sophisticated analysis of many brains, they find some And using sophisticated analysis of many brains, they find some patterns.

of many brains, they find some patterns.

Josh Buckholtz is a Harvard patterns.

Josh Buckholtz is a Harvard neuroscientist searching for the Josh Buckholtz is a Harvard neuroscientist searching for the biological roots of violent neuroscientist searching for the biological roots of violent behavior.

biological roots of violent behavior.

>>When we compare people who behavior.

>>When we compare people who commit violent acts against >>When we compare people who commit violent acts against people who don't commit violent commit violent acts against people who don't commit violent acts, some brain differences people who don't commit violent acts, some brain differences begin to emerge, differences in acts, some brain differences begin to emerge, differences in brain circuitry that's involved begin to emerge, differences in brain circuitry that's involved in emotional arousal and emotion brain circuitry that's involved in emotional arousal and emotion regulation.

in emotional arousal and emotion regulation.

>>NARRATOR: One of these regulation.

>>NARRATOR: One of these circuits connects the prefrontal >>NARRATOR: One of these circuits connects the prefrontal cortex, responsible for higher circuits connects the prefrontal cortex, responsible for higher level thinking, to the amygdala, cortex, responsible for higher level thinking, to the amygdala, an emotion center, which goes level thinking, to the amygdala, an emotion center, which goes into overdrive whenever a threat an emotion center, which goes into overdrive whenever a threat is perceived.

into overdrive whenever a threat is perceived.

If the threat is not real, the is perceived.

If the threat is not real, the prefrontal cortex will send a If the threat is not real, the prefrontal cortex will send a message to the amygdala to calm prefrontal cortex will send a message to the amygdala to calm down.

message to the amygdala to calm down.

But if the wiring is faulty, down.

But if the wiring is faulty, that calming message may not get But if the wiring is faulty, that calming message may not get through.

that calming message may not get through.

>>And in those folks, it seems through.

>>And in those folks, it seems like this circuit is broken in >>And in those folks, it seems like this circuit is broken in such a way that they're more like this circuit is broken in such a way that they're more likely to respond with greater such a way that they're more likely to respond with greater amygdala activity and greater likely to respond with greater amygdala activity and greater emotional arousal, when they amygdala activity and greater emotional arousal, when they think that they're being faced emotional arousal, when they think that they're being faced with some kind of threat.

think that they're being faced with some kind of threat.

>>NARRATOR: So what can break with some kind of threat.

>>NARRATOR: So what can break or damage this crucial circuit?

>>NARRATOR: So what can break or damage this crucial circuit?

At least part of the answer lies or damage this crucial circuit?

At least part of the answer lies in the genes we inherit from our At least part of the answer lies in the genes we inherit from our parents.

in the genes we inherit from our parents.

Buckholtz and others have found parents.

Buckholtz and others have found that certain genes can Buckholtz and others have found that certain genes can compromise this wiring.

that certain genes can compromise this wiring.

But here's the tricky part: even compromise this wiring.

But here's the tricky part: even if people have those genes-- and But here's the tricky part: even if people have those genes-- and their wiring appears weak-- if people have those genes-- and their wiring appears weak-- there's no guarantee they will their wiring appears weak-- there's no guarantee they will end up violent.

there's no guarantee they will end up violent.

>>There's no one single gene, end up violent.

>>There's no one single gene, there's not even ten single >>There's no one single gene, there's not even ten single genes that on their own there's not even ten single genes that on their own predispose people to become genes that on their own predispose people to become violent.

predispose people to become violent.

What we know about complex violent.

What we know about complex behaviors generally and violence What we know about complex behaviors generally and violence specifically is that the genetic behaviors generally and violence specifically is that the genetic architecture is very specifically is that the genetic architecture is very complicated.

architecture is very complicated.

>>NARRATOR: When it comes to complicated.

>>NARRATOR: When it comes to the brain and people's behavior, >>NARRATOR: When it comes to the brain and people's behavior, evidence points to a complex the brain and people's behavior, evidence points to a complex dance between genes and the evidence points to a complex dance between genes and the environment.

dance between genes and the environment.

nurture.

environment.

nurture.

>>Everything we talk about in nurture.

>>Everything we talk about in psychology is both nature and >>Everything we talk about in psychology is both nature and nurture.

psychology is both nature and nurture.

So the trick is to find out how nurture.

So the trick is to find out how do they both operate.

So the trick is to find out how do they both operate.

It's never one or the other-- do they both operate.

It's never one or the other-- never.

It's never one or the other-- never.

>>NARRATOR: Key clues to how never.

>>NARRATOR: Key clues to how nature and nurture might operate >>NARRATOR: Key clues to how nature and nurture might operate to shape the brain are emerging nature and nurture might operate to shape the brain are emerging from studying families.

to shape the brain are emerging from studying families.

And some of the best evidence is from studying families.

And some of the best evidence is coming from these families-- And some of the best evidence is coming from these families-- rats.

coming from these families-- rats.

Remarkably, researchers rats.

Remarkably, researchers discovered that baby rats who Remarkably, researchers discovered that baby rats who were licked frequently by their discovered that baby rats who were licked frequently by their mothers grew up to be calmer and were licked frequently by their mothers grew up to be calmer and gentler adults.

mothers grew up to be calmer and gentler adults.

But if the mother was gentler adults.

But if the mother was standoffish when the babies grew But if the mother was standoffish when the babies grew up, their biology and behavior standoffish when the babies grew up, their biology and behavior was different.

up, their biology and behavior was different.

>>What we were particularly was different.

>>What we were particularly interested in is the way in >>What we were particularly interested in is the way in which these animals might interested in is the way in which these animals might respond to stressful events.

which these animals might respond to stressful events.

And we found that the offspring respond to stressful events.

And we found that the offspring of low-licking mothers, during And we found that the offspring of low-licking mothers, during periods of stress, show greater of low-licking mothers, during periods of stress, show greater increases in blood pressure and periods of stress, show greater increases in blood pressure and greater increases in stress increases in blood pressure and greater increases in stress hormone production.

greater increases in stress hormone production.

>>They will scream.

hormone production.

>>They will scream.

They will try to bite you.

>>They will scream.

They will try to bite you.

Just walking into their cage, They will try to bite you.

Just walking into their cage, those rats will respond Just walking into their cage, those rats will respond differently.

those rats will respond differently.

>>NARRATOR: Moshe Szyf and differently.

>>NARRATOR: Moshe Szyf and Michael Meaney of McGill >>NARRATOR: Moshe Szyf and Michael Meaney of McGill University knew this violent Michael Meaney of McGill University knew this violent behavior was not strictly University knew this violent behavior was not strictly inherited because it happened behavior was not strictly inherited because it happened even when the caretaker was inherited because it happened even when the caretaker was unrelated and long after the even when the caretaker was unrelated and long after the rats were grown.

unrelated and long after the rats were grown.

Could it be that nurture was rats were grown.

Could it be that nurture was trumping nature, somehow Could it be that nurture was trumping nature, somehow changing the way the genes trumping nature, somehow changing the way the genes worked?

changing the way the genes worked?

>>The behavior of the mother worked?

>>The behavior of the mother has an impact on the offspring >>The behavior of the mother has an impact on the offspring years after the mother isç has an impact on the offspring years after the mother isç already gone.

years after the mother isç already gone.

And we reasoned that there must already gone.

And we reasoned that there must be some mark in genes that marks And we reasoned that there must be some mark in genes that marks that memory.

be some mark in genes that marks that memory.

>>NARRATOR: Studying the brain that memory.

>>NARRATOR: Studying the brain cells of calm and stressed out >>NARRATOR: Studying the brain cells of calm and stressed out rats, they found that different cells of calm and stressed out rats, they found that different genes were getting turned on or rats, they found that different genes were getting turned on or off in the babies depending on genes were getting turned on or off in the babies depending on how they were treated.

off in the babies depending on how they were treated.

When a baby was licked and how they were treated.

When a baby was licked and cuddled, cells in the rat's When a baby was licked and cuddled, cells in the rat's hippocampus-- a part of the cuddled, cells in the rat's hippocampus-- a part of the brain that helps regulate hippocampus-- a part of the brain that helps regulate emotion-- turned on a gene that brain that helps regulate emotion-- turned on a gene that reduces stress hormones.

emotion-- turned on a gene that reduces stress hormones.

But if the baby was neglected, a reduces stress hormones.

But if the baby was neglected, a chemical chain reaction began But if the baby was neglected, a chemical chain reaction began that effectively shut down the chemical chain reaction began that effectively shut down the gene, causing stress hormones to that effectively shut down the gene, causing stress hormones to soar.

gene, causing stress hormones to soar.

And amazingly, these changes soar.

And amazingly, these changes would stick long after the baby And amazingly, these changes would stick long after the baby grew up.

would stick long after the baby grew up.

>>What we've learned from grew up.

>>What we've learned from animal models which was pretty >>What we've learned from animal models which was pretty astounding is that the quality animal models which was pretty astounding is that the quality of maternal care in the first astounding is that the quality of maternal care in the first week of the rat babies' life of maternal care in the first week of the rat babies' life sets up the stress response week of the rat babies' life sets up the stress response system in the baby.

sets up the stress response system in the baby.

>>NARRATOR: Harvard researcher system in the baby.

>>NARRATOR: Harvard researcher Karlen Lyons-Ruth doesn't study >>NARRATOR: Harvard researcher Karlen Lyons-Ruth doesn't study rats.

Karlen Lyons-Ruth doesn't study rats.

She studies people.

rats.

She studies people.

Of course there are differences She studies people.

Of course there are differences between rats and humans, but Of course there are differences between rats and humans, but she's finding we might have a between rats and humans, but she's finding we might have a lot in common, particularly when she's finding we might have a lot in common, particularly when it comes to the relationship lot in common, particularly when it comes to the relationship between parent and child, and it comes to the relationship between parent and child, and how it can impact the way the between parent and child, and how it can impact the way the child will respond to stress how it can impact the way the child will respond to stress throughout his or her life.

child will respond to stress throughout his or her life.

It started with a simple, yet throughout his or her life.

It started with a simple, yet revealing experiment called the It started with a simple, yet revealing experiment called the "strange situation."

revealing experiment called the "strange situation."

Here's how it works: the baby is "strange situation."

Here's how it works: the baby is placed in a room with some toys.

Here's how it works: the baby is placed in a room with some toys.

The parent leaves.

placed in a room with some toys.

The parent leaves.

The baby predictably gets upset.

The parent leaves.

The baby predictably gets upset.

Next, a stranger comes in and The baby predictably gets upset.

Next, a stranger comes in and tries to provide some comfort.

Next, a stranger comes in and tries to provide some comfort.

No luck.

tries to provide some comfort.

No luck.

The baby just wants his mom.

No luck.

The baby just wants his mom.

So in comes the parent.

The baby just wants his mom.

So in comes the parent.

What happens next is what Lyons- So in comes the parent.

What happens next is what Lyons- Ruth finds fascinating.

What happens next is what Lyons- Ruth finds fascinating.

>>We're interested in how the Ruth finds fascinating.

>>We're interested in how the baby responds to stress and then >>We're interested in how the baby responds to stress and then how the parent is able to baby responds to stress and then how the parent is able to help the baby regulate that how the parent is able to help the baby regulate that stress.

]$R help the baby regulate that stress.

]$R >>NARRATOR: Most of the time, stress.

]$R >>NARRATOR: Most of the time, it is a happy ending, like this >>NARRATOR: Most of the time, it is a happy ending, like this one, but things don't always go it is a happy ending, like this one, but things don't always go so well.

one, but things don't always go so well.

The Lyons Ruth videos, now 30 so well.

The Lyons Ruth videos, now 30 years old, have never been shown The Lyons Ruth videos, now 30 years old, have never been shown outside a narrow circle of years old, have never been shown outside a narrow circle of scientists.

outside a narrow circle of scientists.

To protect the identities of the scientists.

To protect the identities of the participants, we obscured them To protect the identities of the participants, we obscured them digitally.íI]i participants, we obscured them digitally.íI]i >>You see the mother come in.

digitally.íI]i >>You see the mother come in.

So you hear the mum enter >>You see the mother come in.

So you hear the mum enter silently.

So you hear the mum enter silently.

It's a threatening approach.

silently.

It's a threatening approach.

We usually signaled it that It's a threatening approach.

We usually signaled it that we're friends, wear a smile, we We usually signaled it that we're friends, wear a smile, we talk.

we're friends, wear a smile, we talk.

>>Arms open, whatever.

talk.

>>Arms open, whatever.

>>To approach silently is >>Arms open, whatever.

>>To approach silently is threatening.

>>To approach silently is threatening.

The lab assistant leaves.

threatening.

The lab assistant leaves.

So she then goes to mother and The lab assistant leaves.

So she then goes to mother and then see the mom step back and So she then goes to mother and then see the mom step back and the baby is now going to stop.

then see the mom step back and the baby is now going to stop.

>>It's just comforting herself'K the baby is now going to stop.

>>It's just comforting herself'K on the rug.

>>It's just comforting herself'K on the rug.

>>She gets up, she looks to on the rug.

>>She gets up, she looks to mom, and she's not quite >>She gets up, she looks to mom, and she's not quite comfortable just scooping her mom, and she's not quite comfortable just scooping her wçt$n/ comfortable just scooping her wçt$n/ does that and then she picks her wçt$n/ does that and then she picks her up.

does that and then she picks her up.

We call this the "hot potato up.

We call this the "hot potato pick up, put down."

We call this the "hot potato pick up, put down."

Quickly, the mom puts her down pick up, put down."

Quickly, the mom puts her down again in the middle of all the Quickly, the mom puts her down again in the middle of all the toys.

again in the middle of all the toys.

>>NARRATOR: Though this toys.

>>NARRATOR: Though this behavior would never qualify as >>NARRATOR: Though this behavior would never qualify as abuse, some of the moms found it behavior would never qualify as abuse, some of the moms found it harder to comfort their abuse, some of the moms found it harder to comfort their distressed babies.

harder to comfort their distressed babies.

>>As an observer you see that distressed babies.

>>As an observer you see that there's a bigger picture >>As an observer you see that there's a bigger picture emerging.

there's a bigger picture emerging.

There's the silent entry.

emerging.

There's the silent entry.

There's the not moving to the There's the silent entry.

There's the not moving to the baby.

There's the not moving to the baby.

There's the hesitating when the baby.

There's the hesitating when the baby moves to her.

There's the hesitating when the baby moves to her.

There's the awkward pickup.

baby moves to her.

There's the awkward pickup.

There's the quick put down.

There's the awkward pickup.

There's the quick put down.

There's the silent interaction There's the quick put down.

There's the silent interaction from there on.

There's the silent interaction from there on.

So as these accumulate, you from there on.

So as these accumulate, you begin to get much more pattern So as these accumulate, you begin to get much more pattern of the emptiness and what the begin to get much more pattern of the emptiness and what the baby is not getting in terms of of the emptiness and what the baby is not getting in terms of regulating their own state.

baby is not getting in terms of regulating their own state.

>>NARRATOR: The research team regulating their own state.

>>NARRATOR: The research team followed about 60 families over >>NARRATOR: The research team followed about 60 families over 30 years.

followed about 60 families over 30 years.

Although there is not just one 30 years.

Although there is not just one way to build attachment, certain Although there is not just one way to build attachment, certain patterns became clear.

way to build attachment, certain patterns became clear.

They found that the babies who patterns became clear.

They found that the babies who had trouble calming down were They found that the babies who had trouble calming down were more likely to grow up with had trouble calming down were more likely to grow up with behavioral problems once they go more likely to grow up with behavioral problems once they go to school.

behavioral problems once they go to school.

>>Go away!

to school.

>>Go away!

>>They're predicting that these >>Go away!

>>They're predicting that these were kids who are going to go on >>They're predicting that these were kids who are going to go on to have serious hostile and were kids who are going to go on to have serious hostile and aggressive behaviors toward to have serious hostile and aggressive behaviors toward their classmates even though aggressive behaviors toward their classmates even though they don't look that way in their classmates even though they don't look that way in infancy.

they don't look that way in infancy.

>>NARRATOR: And when they infancy.

>>NARRATOR: And when they became adults, the same group >>NARRATOR: And when they became adults, the same group was twice as likely to be anti- became adults, the same group was twice as likely to be anti- social, or suicidal.

was twice as likely to be anti- social, or suicidal.

>>And the pirate captain was... social, or suicidal.

>>And the pirate captain was... >>NARRATOR: It's not just the >>And the pirate captain was... >>NARRATOR: It's not just the relationship with mothers that >>NARRATOR: It's not just the relationship with mothers that can count, but other caring relationship with mothers that can count, but other caring relationships as well.

can count, but other caring relationships as well.

And it's not just the infant relationships as well.

And it's not just the infant brain that can be altered by And it's not just the infant brain that can be altered by stress.

brain that can be altered by stress.

Throughout childhood and stress.

Throughout childhood and adolescence, the growing brain Throughout childhood and adolescence, the growing brain is extremely sensitive to adolescence, the growing brain is extremely sensitive to threatening situations.

is extremely sensitive to threatening situations.

>>When you're exposed to threatening situations.

>>When you're exposed to stress, you program your body to >>When you're exposed to stress, you program your body to have a more elaborate, greater stress, you program your body to have a more elaborate, greater stress response, and that can have a more elaborate, greater stress response, and that can help you survive.

stress response, and that can help you survive.

>>NARRATOR: Martin Teicher help you survive.

>>NARRATOR: Martin Teicher studies the effects of neglect, >>NARRATOR: Martin Teicher studies the effects of neglect, abuse, and stressful studies the effects of neglect, abuse, and stressful environments on brain anatomy abuse, and stressful environments on brain anatomy and function.

environments on brain anatomy and function.

He's found that as a child grows and function.

He's found that as a child grows up, different areas of the brain He's found that as a child grows up, different areas of the brain are more vulnerable, depending up, different areas of the brain are more vulnerable, depending on age.

are more vulnerable, depending on age.

And one of the most sensitive on age.

And one of the most sensitive periods of all is the teenage And one of the most sensitive periods of all is the teenage years.

periods of all is the teenage years.

>>It's a period of very rapid years.

>>It's a period of very rapid transition, in that, that period >>It's a period of very rapid transition, in that, that period between the onset of puberty and transition, in that, that period between the onset of puberty and what we define arbitrarily as between the onset of puberty and what we define arbitrarily as adulthood, say 18 or so.

what we define arbitrarily as adulthood, say 18 or so.

There's a tremendous amount of adulthood, say 18 or so.

There's a tremendous amount of brain change.

There's a tremendous amount of brain change.

There's more brain change taking brain change.

There's more brain change taking place in that period than will There's more brain change taking place in that period than will occur for the rest of your life.

place in that period than will occur for the rest of your life.

>>NARRATOR: And a quickly occur for the rest of your life.

>>NARRATOR: And a quickly changing brain is more likely to >>NARRATOR: And a quickly changing brain is more likely to be altered and shaped by stress, changing brain is more likely to be altered and shaped by stress, potentially making it more prone be altered and shaped by stress, potentially making it more prone to anxiety, depression, potentially making it more prone to anxiety, depression, antisocial behavior and even to anxiety, depression, antisocial behavior and even violence.

antisocial behavior and even violence.

For example, the pre-frontal violence.

For example, the pre-frontal cortex, responsible for higher For example, the pre-frontal cortex, responsible for higher level thinking, can be stunted cortex, responsible for higher level thinking, can be stunted by stress and abuse during this level thinking, can be stunted by stress and abuse during this period, making it even harder by stress and abuse during this period, making it even harder for teens to control their period, making it even harder for teens to control their emotions.

for teens to control their emotions.

So, could the pressures and emotions.

So, could the pressures and strain prove too much to bear So, could the pressures and strain prove too much to bear for those few teenagers who go strain prove too much to bear for those few teenagers who go on to become rampage killers, for those few teenagers who go on to become rampage killers, like Andy Williams?

on to become rampage killers, like Andy Williams?

Is that him?

like Andy Williams?

Is that him?

>>Yes.

Is that him?

>>Yes.

And there he is.

>>Yes.

And there he is.

>>NARRATOR: Oh, yeah.

And there he is.

>>NARRATOR: Oh, yeah.

>>Making the goofy faces.

>>NARRATOR: Oh, yeah.

>>Making the goofy faces.

>>NARRATOR: It was March 5, >>Making the goofy faces.

>>NARRATOR: It was March 5, 2001, when the cute kid in Jeff >>NARRATOR: It was March 5, 2001, when the cute kid in Jeff Williams' photo albums became 2001, when the cute kid in Jeff Williams' photo albums became the murder suspect on the 6:00 Williams' photo albums became the murder suspect on the 6:00 news.

the murder suspect on the 6:00 news.

>>About 9:30 this morning, news.

>>About 9:30 this morning, shots rang out at a suburban San >>About 9:30 this morning, shots rang out at a suburban San Diego high school.

shots rang out at a suburban San Diego high school.

>>NARRATOR: Andy walked into Diego high school.

>>NARRATOR: Andy walked into a boys room at Santana High >>NARRATOR: Andy walked into a boys room at Santana High School in Santee California and a boys room at Santana High School in Santee California and opened fire.

School in Santee California and opened fire.

He killed two fellow students opened fire.

He killed two fellow students and injured 13 others.

He killed two fellow students and injured 13 others.

>>The suspect shot two people and injured 13 others.

>>The suspect shot two people in the bathroom at first.

>>The suspect shot two people in the bathroom at first.

Then opened the door to the in the bathroom at first.

Then opened the door to the bathroom and started shooting Then opened the door to the bathroom and started shooting randomly anybody who was passing bathroom and started shooting randomly anybody who was passing him by.

randomly anybody who was passing him by.

>>NARRATOR: More than a decade him by.

>>NARRATOR: More than a decade after the shootings, Jeff is >>NARRATOR: More than a decade after the shootings, Jeff is still perplexed.

after the shootings, Jeff is still perplexed.

So, he wasn't a kid that was still perplexed.

So, he wasn't a kid that was infatuated with violence?'

So, he wasn't a kid that was infatuated with violence?'

>>No, not at all.

infatuated with violence?'

>>No, not at all.

You have the silly clown, that's >>No, not at all.

You have the silly clown, that's the thing.

You have the silly clown, that's the thing.

You don't expect the silly clown the thing.

You don't expect the silly clown to do something like this, to go You don't expect the silly clown to do something like this, to go kill people.

to do something like this, to go kill people.

>>NARRATOR: The class clown.

kill people.

>>NARRATOR: The class clown.

>>The class clown to be the >>NARRATOR: The class clown.

>>The class clown to be the class killer.

>>The class clown to be the class killer.

>>When we heard the shots, I class killer.

>>When we heard the shots, I hUcZ was fake, but my >>When we heard the shots, I hUcZ was fake, but my teacher said it was real.

hUcZ was fake, but my teacher said it was real.

>>NARRATOR: The gun was a .22 teacher said it was real.

>>NARRATOR: The gun was a .22 caliber revolver like this one.

>>NARRATOR: The gun was a .22 caliber revolver like this one.

Andy took it from Jeff's locked caliber revolver like this one.

Andy took it from Jeff's locked gun cabinet; ironically, aG] Andy took it from Jeff's locked gun cabinet; ironically, aG] that had brought father and son gun cabinet; ironically, aG] that had brought father and son together.

that had brought father and son together.

>>I feel bad that he used my together.

>>I feel bad that he used my gun, but it was the gun... one >>I feel bad that he used my gun, but it was the gun... one of the guns that I taught gun, but it was the gun... one of the guns that I taught him how to shoot with.

of the guns that I taught him how to shoot with.

>>The first two counts charge him how to shoot with.

>>The first two counts charge the defendant with murder, the >>The first two counts charge the defendant with murder, the remaining counts are 13 counts the defendant with murder, the remaining counts are 13 counts of premeditated attempted remaining counts are 13 counts of premeditated attempted murder... of premeditated attempted murder... >>NARRATOR: Facing life without murder... >>NARRATOR: Facing life without parole, Andy pleaded guilty.

>>NARRATOR: Facing life without parole, Andy pleaded guilty.

At his sentencing hearing a year parole, Andy pleaded guilty.

At his sentencing hearing a year and a half after the shootings, At his sentencing hearing a year and a half after the shootings, he faced the families of his and a half after the shootings, he faced the families of his victims.

he faced the families of his victims.

>>All I ask is that you look at victims.

>>All I ask is that you look at the horrors Andy committed and >>All I ask is that you look at the horrors Andy committed and not to be lenient because of his the horrors Andy committed and not to be lenient because of his age.

not to be lenient because of his age.

He was old enough to know what age.

He was old enough to know what was right and what was wrong,CÑHK[7 He was old enough to know what was right and what was wrong,CÑHK[7 and he knew that what he was was right and what was wrong,CÑHK[7 and he knew that what he was doing was terribly wrong.

and he knew that what he was doing was terribly wrong.

>>NARRATOR: Do you love your doing was terribly wrong.

>>NARRATOR: Do you love your son?

>>NARRATOR: Do you love your son?

>>Yes, I love my son very much.

son?

>>Yes, I love my son very much.

Ironically, first time I told >>Yes, I love my son very much.

Ironically, first time I told him I loved him that I can Ironically, first time I told him I loved him that I can remember was when I saw him for him I loved him that I can remember was when I saw him for the first time at Juvenile Hall, remember was when I saw him for the first time at Juvenile Hall, on March 8. the first time at Juvenile Hall, on March 8.

And you know, I... yes, I love on March 8.

And you know, I... yes, I love him now.

And you know, I... yes, I love him now.

I loved him then and I'm going him now.

I loved him then and I'm going to support him.

I loved him then and I'm going to support him.

He's my son.

to support him.

He's my son.

I do not condone what he did.

He's my son.

I do not condone what he did.

I did not condone the way he I do not condone what he did.

I did not condone the way he went about trying to resolve his I did not condone the way he went about trying to resolve his issues whatsoever.

went about trying to resolve his issues whatsoever.

He made a very bad choice.

issues whatsoever.

He made a very bad choice.

I can't change that.

He made a very bad choice.

I can't change that.

>>NARRATOR: So what were Andy's I can't change that.

>>NARRATOR: So what were Andy's issues?

>>NARRATOR: So what were Andy's issues?

After the shootings, the truth issues?

After the shootings, the truth began to emerge.

After the shootings, the truth began to emerge.

For Jeff, the revelations were a began to emerge.

For Jeff, the revelations were a complete surprise.

For Jeff, the revelations were a complete surprise.

He knew that Andy was the new complete surprise.

He knew that Andy was the new kid at school.

He knew that Andy was the new kid at school.

He and his son had recently kid at school.

He and his son had recently moved to a San Diego suburb from He and his son had recently moved to a San Diego suburb from Maryland, leaving his ex-wife, moved to a San Diego suburb from Maryland, leaving his ex-wife, Andy's mom, a continent away.

Maryland, leaving his ex-wife, Andy's mom, a continent away.

But what Jeff didn't know was Andy's mom, a continent away.

But what Jeff didn't know was Andy had sunk into a state of But what Jeff didn't know was Andy had sunk into a state of deep despair.

Andy had sunk into a state of deep despair.

>>About to go down to the skate deep despair.

>>About to go down to the skate park, meet everybody, because >>About to go down to the skate park, meet everybody, because they're already down there.

park, meet everybody, because they're already down there.

>>NARRATOR: He didn't fit in at they're already down there.

>>NARRATOR: He didn't fit in at Santana High, and even his so- >>NARRATOR: He didn't fit in at Santana High, and even his so- called friends bullied him Santana High, and even his so- called friends bullied him unmercifully.

called friends bullied him unmercifully.

>>Beat him up like you did unmercifully.

>>Beat him up like you did Trevor that one day.

>>Beat him up like you did Trevor that one day.

>>NARRATOR: He'd started Trevor that one day.

>>NARRATOR: He'd started drinking, smoking pot and taking >>NARRATOR: He'd started drinking, smoking pot and taking prescription painkillers.

drinking, smoking pot and taking prescription painkillers.

>>He's high.

prescription painkillers.

>>He's high.

Yeah, we're all high.

>>He's high.

Yeah, we're all high.

>>Turn it off.

Yeah, we're all high.

>>Turn it off.

>>Santana students say the >>Turn it off.

>>Santana students say the suspected shooter had a >>Santana students say the suspected shooter had a reputation for being picked on suspected shooter had a reputation for being picked on and even though he made threats reputation for being picked on and even though he made threats no one thought he would carry and even though he made threats no one thought he would carry out such an act.

no one thought he would carry out such an act.

>>NARRATOR: Andy is now 27 and out such an act.

>>NARRATOR: Andy is now 27 and has served 12 years of his 50-/H >>NARRATOR: Andy is now 27 and has served 12 years of his 50-/H year to life sentence.

has served 12 years of his 50-/H year to life sentence.

We spoke on a monitored line year to life sentence.

We spoke on a monitored line from inside the Ironwood Prison We spoke on a monitored line from inside the Ironwood Prison in the middle of the Southern from inside the Ironwood Prison in the middle of the Southern California desert.

in the middle of the Southern California desert.

>>This call is from an inmate California desert.

>>This call is from an inmate at a California Correctional >>This call is from an inmate at a California Correctional Facility.

at a California Correctional Facility.

>>NARRATOR: Can you still hear Facility.

>>NARRATOR: Can you still hear me?

>>NARRATOR: Can you still hear me?

>>Yes.

me?

>>Yes.

>>NARRATOR: Take us back to >>Yes.

>>NARRATOR: Take us back to that moment, and if you can tell >>NARRATOR: Take us back to that moment, and if you can tell us what was going on in your that moment, and if you can tell us what was going on in your mind at the time that would us what was going on in your mind at the time that would really help us.

mind at the time that would really help us.

>>To me it was just like a really help us.

>>To me it was just like a numbness at the time.

>>To me it was just like a numbness at the time.

You know what I mean, and like I numbness at the time.

You know what I mean, and like I couldn't really, like at 15 I You know what I mean, and like I couldn't really, like at 15 I didn't really think like all couldn't really, like at 15 I didn't really think like all that stuff through.

didn't really think like all that stuff through.

I didn't think two boys were that stuff through.

I didn't think two boys were gonna die.

I didn't think two boys were gonna die.

I didn't think 13 people were gonna die.

I didn't think 13 people were going to get shot.

I didn't think 13 people were going to get shot.

I just thought I was gonna make going to get shot.

I just thought I was gonna make a lot of noise and that the...

I just thought I was gonna make a lot of noise and that the... and that the cops were gonna a lot of noise and that the... and that the cops were gonna show up.

and that the cops were gonna show up.

>>NARRATOR: Did you feeloQ,v show up.

>>NARRATOR: Did you feeloQ,v suicidal?

>>NARRATOR: Did you feeloQ,v suicidal?

>>Absolutely.

suicidal?

>>Absolutely.

It was like an eight month >>Absolutely.

It was like an eight month constant like, like I wonder if It was like an eight month constant like, like I wonder if things would be better if-if I constant like, like I wonder if things would be better if-if I wasn't... if I wasn't like in things would be better if-if I wasn't... if I wasn't like in this, in this city, in this wasn't... if I wasn't like in this, in this city, in this state, like or even-even on this this, in this city, in this state, like or even-even on this earth.

state, like or even-even on this earth.

So my grand scheme, like my earth.

So my grand scheme, like my grand plan was suicide by cop.

So my grand scheme, like my grand plan was suicide by cop.

>>NARRATOR: Andy says he wanted grand plan was suicide by cop.

>>NARRATOR: Andy says he wanted to die, if not by his own hand, >>NARRATOR: Andy says he wanted to die, if not by his own hand, then "suicide by cop"-- getting to die, if not by his own hand, then "suicide by cop"-- getting gunned down by authorities.

then "suicide by cop"-- getting gunned down by authorities.

At the last moment, he changed gunned down by authorities.

At the last moment, he changed his mind, and turned himself At the last moment, he changed his mind, and turned himself into police on the scene.

his mind, and turned himself into police on the scene.

As it turns out about 60% of into police on the scene.

As it turns out about 60% of rampage killers end up killing As it turns out about 60% of rampage killers end up killing themselves.

rampage killers end up killing themselves.

Some experts believe themselves.

Some experts believe understanding and spotting the Some experts believe understanding and spotting the suicidal mind is a key piece of understanding and spotting the suicidal mind is a key piece of the puzzle.

suicidal mind is a key piece of the puzzle.

>>The sense of frustration and the puzzle.

>>The sense of frustration and hopelessness grows in them often >>The sense of frustration and hopelessness grows in them often to the point that they are hopelessness grows in them often to the point that they are suicidal.

to the point that they are suicidal.

>>NARRATOR: Katherine Newman is suicidal.

>>NARRATOR: Katherine Newman is a sociologist at Johns Hopkins >>NARRATOR: Katherine Newman is a sociologist at Johns Hopkins ?Ñ a sociologist at Johns Hopkins ?Ñ She's studied school rampages, ?Ñ She's studied school rampages, looking for the particular set She's studied school rampages, looking for the particular set of circumstances that can turn a looking for the particular set of circumstances that can turn a child into a murderer.

of circumstances that can turn a child into a murderer.

>>These are kids who are child into a murderer.

>>These are kids who are desperate to be accepted.

>>These are kids who are desperate to be accepted.

They are not loners, they are desperate to be accepted.

They are not loners, they are people who are trying to join They are not loners, they are people who are trying to join groups all of the time but their people who are trying to join groups all of the time but their experience everyday is friction.

groups all of the time but their experience everyday is friction.

>>NARRATOR: She found that many experience everyday is friction.

>>NARRATOR: She found that many of these shootings take place in >>NARRATOR: She found that many of these shootings take place in smaller, tight-knit communities, of these shootings take place in smaller, tight-knit communities, where acceptance is crucial and smaller, tight-knit communities, where acceptance is crucial and not fitting in becomes all the where acceptance is crucial and not fitting in becomes all the more unbearable.

not fitting in becomes all the more unbearable.

Tight knit is great as long as more unbearable.

Tight knit is great as long as you're part of the knit.

Tight knit is great as long as you're part of the knit.

>>Yeah.

you're part of the knit.

>>Yeah.

So if you're not doing well, >>Yeah.

So if you're not doing well, you're on the outs, you got So if you're not doing well, you're on the outs, you got nowhere to go.

you're on the outs, you got nowhere to go.

>>Imagine that in someone's nowhere to go.

>>Imagine that in someone's ) brain."

>>Imagine that in someone's ) brain."

>>NARRATOR: Depression, ) brain."

>>NARRATOR: Depression, suicide, and exclusion proved to >>NARRATOR: Depression, suicide, and exclusion proved to be volatile factors in one of suicide, and exclusion proved to be volatile factors in one of the most infamous rampage be volatile factors in one of the most infamous rampage shootings of all: Columbine.

the most infamous rampage shootings of all: Columbine.

In April 1999, seniors Eric shootings of all: Columbine.

In April 1999, seniors Eric Harris and Dylan Klebold arrived In April 1999, seniors Eric Harris and Dylan Klebold arrived at Columbine High School with an Harris and Dylan Klebold arrived at Columbine High School with an arsenal of homemade bombs and at Columbine High School with an arsenal of homemade bombs and weapons, hoping to kill arsenal of homemade bombs and weapons, hoping to kill hundreds.

weapons, hoping to kill hundreds.

>>These kids have guns, these hundreds.

>>These kids have guns, these kids have guns.

>>These kids have guns, these kids have guns.

Their bombs failed to explode, kids have guns.

Their bombs failed to explode, but they still shot up the Their bombs failed to explode, but they still shot up the school, killing 13 before but they still shot up the school, killing 13 before turning the guns on themselves.

school, killing 13 before turning the guns on themselves.

We now know Dylan Klebold was turning the guns on themselves.

We now know Dylan Klebold was severely depressed and suicidal, We now know Dylan Klebold was severely depressed and suicidal, but his parents, evidently severely depressed and suicidal, but his parents, evidently attentive and loving, had no but his parents, evidently attentive and loving, had no idea.

attentive and loving, had no idea.

>>He was incredibly good at idea.

>>He was incredibly good at keeping his inner life secret >>He was incredibly good at keeping his inner life secret from everyone who was around him keeping his inner life secret from everyone who was around him as many adolescents in fact are.

from everyone who was around him as many adolescents in fact are.

>>NARRATOR: Author Andrew as many adolescents in fact are.

>>NARRATOR: Author Andrew Solomon, who has written >>NARRATOR: Author Andrew Solomon, who has written eloquently about his own Solomon, who has written eloquently about his own depression, spent weeks with the eloquently about his own depression, spent weeks with the Klebold family trying to get to depression, spent weeks with the Klebold family trying to get to the roots of what happened to Klebold family trying to get to the roots of what happened to Dylan.

the roots of what happened to Dylan.

NHe found disturbing clues in the Dylan.

NHe found disturbing clues in the teenager's secret diaries.

NHe found disturbing clues in the teenager's secret diaries.

>>In his writings he talks teenager's secret diaries.

>>In his writings he talks endlessly about wanting to die, >>In his writings he talks endlessly about wanting to die, he talks about feeling endlessly about wanting to die, he talks about feeling incredibly sad.

he talks about feeling incredibly sad.

He talks about being in love incredibly sad.

He talks about being in love with a girl who doesn't even He talks about being in love with a girl who doesn't even know his name.

with a girl who doesn't even know his name.

He talks about the feeling of know his name.

He talks about the feeling of invisibility.

He talks about the feeling of invisibility.

And in all of that, there's a invisibility.

And in all of that, there's a lying through of profound And in all of that, there's a lying through of profound depression and of finding this lying through of profound depression and of finding this life a terrible life and wanting depression and of finding this life a terrible life and wanting to be out of it.

life a terrible life and wanting to be out of it.

>>NARRATOR: So is the brain of to be out of it.

>>NARRATOR: So is the brain of a suicidal person like Dylan >>NARRATOR: So is the brain of a suicidal person like Dylan Klebold different?

a suicidal person like Dylan Klebold different?

Psychologist John Keilp is Klebold different?

Psychologist John Keilp is trying to find out.

Psychologist John Keilp is trying to find out.

>>We're looking at what's trying to find out.

>>We're looking at what's different about those people.

>>We're looking at what's different about those people.

One of the things I think we different about those people.

One of the things I think we feel confident about is that One of the things I think we feel confident about is that there is something different feel confident about is that there is something different about those people, that it's there is something different about those people, that it's not just a feature of about those people, that it's not just a feature of depression.

not just a feature of depression.

Take your three fingers and put depression.

Take your three fingers and put it on the buttons and one, two, Take your three fingers and put it on the buttons and one, two, and three stand for the response it on the buttons and one, two, and three stand for the response red, blue or green.

and three stand for the response red, blue or green.

>>NARRATOR: Keilp believes one red, blue or green.

>>NARRATOR: Keilp believes one fundamental difference may show >>NARRATOR: Keilp believes one fundamental difference may show up in a deceptively simple test, fundamental difference may show up in a deceptively simple test, which he let me try.

up in a deceptively simple test, which he let me try.

It is called a Stroop test, which he let me try.

It is called a Stroop test, invented by psychologist John It is called a Stroop test, invented by psychologist John Ridley Stroop in the 1930s.

invented by psychologist John Ridley Stroop in the 1930s.

All I had to do is identify the Ridley Stroop in the 1930s.

All I had to do is identify the color I saw on the screen.

All I had to do is identify the color I saw on the screen.

>>Go through the set as quickly color I saw on the screen.

>>Go through the set as quickly as you can.

>>Go through the set as quickly as you can.

>>NARRATOR: But when the color as you can.

>>NARRATOR: But when the color and the word do not match it >>NARRATOR: But when the color and the word do not match it gets a more interesting.

and the word do not match it gets a more interesting.

>>The thing to do is just gets a more interesting.

>>The thing to do is just respond to the color.

>>The thing to do is just respond to the color.

>>NARRATOR: Yeah, okay, got it.

respond to the color.

>>NARRATOR: Yeah, okay, got it.

Got it.

>>NARRATOR: Yeah, okay, got it.

Got it.

Okay, I get it.

Got it.

Okay, I get it.

Gosh, this is harder than you Okay, I get it.

Gosh, this is harder than you would think.

Gosh, this is harder than you would think.

>>But you noticed right away would think.

>>But you noticed right away how you slow down.

>>But you noticed right away how you slow down.

>>NARRATOR: Yeah.

how you slow down.

>>NARRATOR: Yeah.

I don't know why this-this >>NARRATOR: Yeah.

I don't know why this-this shouldn't be that hard.

I don't know why this-this shouldn't be that hard.

Why is that?

shouldn't be that hard.

Why is that?

>>That was Stroop's big Why is that?

>>That was Stroop's big discovery.

>>That was Stroop's big discovery.

>>NARRATOR: Keilp had two discovery.

>>NARRATOR: Keilp had two groups of people complete Stroop >>NARRATOR: Keilp had two groups of people complete Stroop tests while their brains were groups of people complete Stroop tests while their brains were being scanned in an MRI.

tests while their brains were being scanned in an MRI.

>>Lie still and relax, okay?

being scanned in an MRI.

>>Lie still and relax, okay?

>>NARRATOR: One group was >>Lie still and relax, okay?

>>NARRATOR: One group was depressed and some had attempted >>NARRATOR: One group was depressed and some had attempted suicide, the other was healthy.

depressed and some had attempted suicide, the other was healthy.

He noticed a surprising suicide, the other was healthy.

He noticed a surprising difference in their brain scans.

He noticed a surprising difference in their brain scans.

These are healthy brains doing a difference in their brain scans.

These are healthy brains doing a Stroop test when the color and These are healthy brains doing a Stroop test when the color and the word don't match.

Stroop test when the color and the word don't match.

The red areas denote increased the word don't match.

The red areas denote increased blood flow, and thus brain The red areas denote increased blood flow, and thus brain activity, in the frontal cortex blood flow, and thus brain activity, in the frontal cortex region, the cingulated, which activity, in the frontal cortex region, the cingulated, which resolves conflicting region, the cingulated, which resolves conflicting perceptions, and the visual resolves conflicting perceptions, and the visual regions as well.

perceptions, and the visual regions as well.

Now look at the brains of regions as well.

Now look at the brains of depressed and suicidal people Now look at the brains of depressed and suicidal people doing the same test.

depressed and suicidal people doing the same test.

That's very dramatic.

doing the same test.

That's very dramatic.

Look at that.

That's very dramatic.

Look at that.

>>What it's telling us is that Look at that.

>>What it's telling us is that they're not activating regions >>What it's telling us is that they're not activating regions that are necessary in order to they're not activating regions that are necessary in order to process the task as efficiently.

that are necessary in order to process the task as efficiently.

>>NARRATOR: Keilp has found process the task as efficiently.

>>NARRATOR: Keilp has found depressed, suicidal people are >>NARRATOR: Keilp has found depressed, suicidal people are just not as good at the Stroop depressed, suicidal people are just not as good at the Stroop test.

just not as good at the Stroop test.

Their brains seem inclined to test.

Their brains seem inclined to focus on one thing-- in this Their brains seem inclined to focus on one thing-- in this case the word, not the color-- focus on one thing-- in this case the word, not the color-- and are less flexible.

case the word, not the color-- and are less flexible.

It may mean their brains are and are less flexible.

It may mean their brains are wired in a way that makes them It may mean their brains are wired in a way that makes them fixate on suicidal thoughts.

wired in a way that makes them fixate on suicidal thoughts.

Research like this may take fixate on suicidal thoughts.

Research like this may take scientists closer to a means of Research like this may take scientists closer to a means of screening for suicidal scientists closer to a means of screening for suicidal tendencies, especially in screening for suicidal tendencies, especially in adolescents who would never tendencies, especially in adolescents who would never admit to it like Andy Williams adolescents who would never admit to it like Andy Williams or Dylan Klebold.

admit to it like Andy Williams or Dylan Klebold.

But the question remains: why or Dylan Klebold.

But the question remains: why does someone who wants to end But the question remains: why does someone who wants to end his own life decide to take so does someone who wants to end his own life decide to take so many others with him?

his own life decide to take so many others with him?

One answer is the desire for many others with him?

One answer is the desire for fame.

One answer is the desire for fame.

>>If you decided that your life fame.

>>If you decided that your life is worth nothing, you are >>If you decided that your life is worth nothing, you are nobody, you haven't made a is worth nothing, you are nobody, you haven't made a difference and you want to do nobody, you haven't made a difference and you want to do something that guarantees that difference and you want to do something that guarantees that your name will be on the lips of something that guarantees that your name will be on the lips of everyone in the country, what your name will be on the lips of everyone in the country, what are your options?

everyone in the country, what are your options?

There's only one, and that is are your options?

There's only one, and that is kill a lot of innocent people.

There's only one, and that is kill a lot of innocent people.

>>NARRATOR: According to many kill a lot of innocent people.

>>NARRATOR: According to many experts, rampage killers are >>NARRATOR: According to many experts, rampage killers are often trying to remake their experts, rampage killers are often trying to remake their images, and they say boys are often trying to remake their images, and they say boys are more likely than girls to use images, and they say boys are more likely than girls to use violence to change the way the more likely than girls to use violence to change the way the world perceives them.

violence to change the way the world perceives them.

>>Violence in general is a guy world perceives them.

>>Violence in general is a guy thing.

>>Violence in general is a guy thing.

Testosterone is responsible for thing.

Testosterone is responsible for all kinds of violence, but it-it Testosterone is responsible for all kinds of violence, but it-it does seem to be involved in all kinds of violence, but it-it does seem to be involved in the response to a challenge to does seem to be involved in the response to a challenge to dominance.

the response to a challenge to dominance.

>>NARRATOR: The link between dominance.

>>NARRATOR: The link between violence in the media and real >>NARRATOR: The link between violence in the media and real world violence is still being violence in the media and real world violence is still being debated, but it is clear rampage world violence is still being debated, but it is clear rampage shooters sometimes cast debated, but it is clear rampage shooters sometimes cast themselves as Hollywood shooters sometimes cast themselves as Hollywood villains, the antiheroes.

themselves as Hollywood villains, the antiheroes.

Aurora shooter James Holmes was villains, the antiheroes.

Aurora shooter James Holmes was infatuated with the Joker in the Aurora shooter James Holmes was infatuated with the Joker in the Batman movies.

infatuated with the Joker in the Batman movies.

>>Good evening, ladies and Batman movies.

>>Good evening, ladies and gentlemen.

>>Good evening, ladies and gentlemen.

>>What young people see is gentlemen.

>>What young people see is power.

>>What young people see is power.

They see power.

power.

They see power.

They see people who inspire fear They see power.

They see people who inspire fear in others or respect.

They see people who inspire fear in others or respect.

>>Where is Harvey Dent?

in others or respect.

>>Where is Harvey Dent?

>>The antihero is a respected >>Where is Harvey Dent?

>>The antihero is a respected character.

>>The antihero is a respected character.

>>NARRATOR: Better to be character.

>>NARRATOR: Better to be infamous than irrelevant?

>>NARRATOR: Better to be infamous than irrelevant?

>>Better to be infamous than infamous than irrelevant?

>>Better to be infamous than invisible.

>>Better to be infamous than invisible.

>>NARRATOR: Andrew Solomon invisible.

>>NARRATOR: Andrew Solomon found evidence in Dylan >>NARRATOR: Andrew Solomon found evidence in Dylan Klebold's diaries that the found evidence in Dylan Klebold's diaries that the Columbine shooter was, in a sad, Klebold's diaries that the Columbine shooter was, in a sad, twisted way, trying to redeem Columbine shooter was, in a sad, twisted way, trying to redeem his reputation.

twisted way, trying to redeem his reputation.

Unfortunately, Dylan was very his reputation.

Unfortunately, Dylan was very good at keeping both his despair Unfortunately, Dylan was very good at keeping both his despair and plans for redemption secret good at keeping both his despair and plans for redemption secret from the adults around him.

and plans for redemption secret from the adults around him.

>>What's clear in reading from the adults around him.

>>What's clear in reading Dylan's diaries is that he was >>What's clear in reading Dylan's diaries is that he was in agony.

Dylan's diaries is that he was in agony.

He was in terrible distress for in agony.

He was in terrible distress for a long period of time.

He was in terrible distress for a long period of time.

If someone had only known that a long period of time.

If someone had only known that and if someone had only been If someone had only known that and if someone had only been able to help assuage it a little and if someone had only been able to help assuage it a little bit sooner, perhaps this able to help assuage it a little bit sooner, perhaps this wouldn't have happened.

bit sooner, perhaps this wouldn't have happened.

>>NARRATOR: Like Dylan Klebold, wouldn't have happened.

>>NARRATOR: Like Dylan Klebold, Andy Williams never said >>NARRATOR: Like Dylan Klebold, Andy Williams never said anything to his father about his Andy Williams never said anything to his father about his suicidal thoughts, or his plans anything to his father about his suicidal thoughts, or his plans to bring a gun to school.

suicidal thoughts, or his plans to bring a gun to school.

In fact, he lied about the to bring a gun to school.

In fact, he lied about the bruises and cuts from the In fact, he lied about the bruises and cuts from the bullying, said he fell off his bruises and cuts from the bullying, said he fell off his skateboard.

bullying, said he fell off his skateboard.

Was there anything that you wish skateboard.

Was there anything that you wish you did or you wished your dad Was there anything that you wish you did or you wished your dad did?

you did or you wished your dad did?

>>No, I wish...

I wish I was did?

>>No, I wish...

I wish I was brave enough to tell someone >>No, I wish...

I wish I was brave enough to tell someone what was going on with me.

brave enough to tell someone what was going on with me.

I wish I was, like, courageous what was going on with me.

I wish I was, like, courageous enough to confront, you know I wish I was, like, courageous enough to confront, you know what I mean, everything that was enough to confront, you know what I mean, everything that was happening to me.

what I mean, everything that was happening to me.

>>NARRATOR: So, why were you happening to me.

>>NARRATOR: So, why were you holding back from your father >>NARRATOR: So, why were you holding back from your father though?

holding back from your father though?

>>I don't know, man.

though?

>>I don't know, man.

I think I, like...

I think I was >>I don't know, man.

I think I, like...

I think I was just ashamed of like...

I think I, like...

I think I was just ashamed of like... confront, like, my failure.

just ashamed of like... confront, like, my failure.

>>NARRATOR: Is it possible to confront, like, my failure.

>>NARRATOR: Is it possible to help kids confront their >>NARRATOR: Is it possible to help kids confront their problems before they escalate help kids confront their problems before they escalate into violence?

problems before they escalate into violence?

Psychologist Paul Frick has into violence?

Psychologist Paul Frick has spent his career trying to Psychologist Paul Frick has spent his career trying to understand what causes violent spent his career trying to understand what causes violent behavior so he can try to stop understand what causes violent behavior so he can try to stop it.

behavior so he can try to stop it.

I met him on a windy, cold day it.

I met him on a windy, cold day at the University of New I met him on a windy, cold day at the University of New Orleans.

at the University of New Orleans.

I asked him if there is any way Orleans.

I asked him if there is any way to spot a rampage killer in the I asked him if there is any way to spot a rampage killer in the making.

to spot a rampage killer in the making.

>>The analogy I use is like a making.

>>The analogy I use is like a hurricane.

>>The analogy I use is like a hurricane.

We're kind of good at predicting hurricane.

We're kind of good at predicting what conditions make hurricanes We're kind of good at predicting what conditions make hurricanes most likely to develop.

what conditions make hurricanes most likely to develop.

Low pressure, the warmth of the most likely to develop.

Low pressure, the warmth of the water, wind shear, things like Low pressure, the warmth of the water, wind shear, things like that.

water, wind shear, things like that.

We're not always perfectly that.

We're not always perfectly correct.

We're not always perfectly correct.

You might have the perfect correct.

You might have the perfect conditions and somehow the You might have the perfect conditions and somehow the hurricanes don't develop, and it conditions and somehow the hurricanes don't develop, and it is the same thing with violence.

hurricanes don't develop, and it is the same thing with violence.

We know the factors that can put is the same thing with violence.

We know the factors that can put a child at risk for acting We know the factors that can put a child at risk for acting aggressive and violently.

a child at risk for acting aggressive and violently.

And the kids who typically do aggressive and violently.

And the kids who typically do these rampages show many of the And the kids who typically do these rampages show many of the same factors.

these rampages show many of the same factors.

The thing we're not too good at same factors.

The thing we're not too good at is determining when does the The thing we're not too good at is determining when does the perfect confluence of influences is determining when does the perfect confluence of influences lead to a category five perfect confluence of influences lead to a category five hurricane.

lead to a category five hurricane.

>>NARRATOR: So the rampage hurricane.

>>NARRATOR: So the rampage would be category 5.

>>NARRATOR: So the rampage would be category 5.

>>Rampage would be category 5. would be category 5.

>>Rampage would be category 5.

>>NARRATOR: Like Category 5 >>Rampage would be category 5.

>>NARRATOR: Like Category 5 hurricanes, rampage killings may >>NARRATOR: Like Category 5 hurricanes, rampage killings may get the banner headlines, but hurricanes, rampage killings may get the banner headlines, but they are extremely rare.

get the banner headlines, but they are extremely rare.

Since Columbine, about 90 people they are extremely rare.

Since Columbine, about 90 people have died in school rampages in Since Columbine, about 90 people have died in school rampages in the U.S. have died in school rampages in the U.S. For every single person killed the U.S. For every single person killed this way, about 2,000 died in For every single person killed this way, about 2,000 died in less infamous homicides.

this way, about 2,000 died in less infamous homicides.

When it comes to violence less infamous homicides.

When it comes to violence overall, scientists have a When it comes to violence overall, scientists have a slightly better track record overall, scientists have a slightly better track record predicting who will become an slightly better track record predicting who will become an offender.

predicting who will become an offender.

For that, they turn not to brain offender.

For that, they turn not to brain scans or psychiatrists but to For that, they turn not to brain scans or psychiatrists but to statistics called actuarials.

scans or psychiatrists but to statistics called actuarials.

>>Instead of turning to statistics called actuarials.

>>Instead of turning to neuroscience, we can turn back >>Instead of turning to neuroscience, we can turn back to some perhaps less sexy, but neuroscience, we can turn back to some perhaps less sexy, but still very useful techniques to some perhaps less sexy, but still very useful techniques that are derived, of all places, still very useful techniques that are derived, of all places, from insurance companies.

that are derived, of all places, from insurance companies.

>>There are characteristics from insurance companies.

>>There are characteristics that when they occur together, >>There are characteristics that when they occur together, um, markedly increase the risk that when they occur together, um, markedly increase the risk of violent behavior.

um, markedly increase the risk of violent behavior.

Youth, male gender, substance of violent behavior.

Youth, male gender, substance abuse, a paranoid view of the Youth, male gender, substance abuse, a paranoid view of the world, hostility and difficulty abuse, a paranoid view of the world, hostility and difficulty controlling anger, preoccupation world, hostility and difficulty controlling anger, preoccupation with weapons.

controlling anger, preoccupation with weapons.

>>NARRATOR: These are the with weapons.

>>NARRATOR: These are the factors that greatly increase >>NARRATOR: These are the factors that greatly increase the risk that a person will turn factors that greatly increase the risk that a person will turn to violence.

the risk that a person will turn to violence.

But there's a hitch.

to violence.

But there's a hitch.

>>The problem is that there are But there's a hitch.

>>The problem is that there are tens of thousands of people who >>The problem is that there are tens of thousands of people who fall into that category, and the tens of thousands of people who fall into that category, and the majority of them will never fall into that category, and the majority of them will never commit a violent act, and that's majority of them will never commit a violent act, and that's the limit of our predictive commit a violent act, and that's the limit of our predictive abilities today.

the limit of our predictive abilities today.

>>NARRATOR: Without good abilities today.

>>NARRATOR: Without good predictions, what can we do to >>NARRATOR: Without good predictions, what can we do to reshape young minds before they predictions, what can we do to reshape young minds before they become too entrenched in violent reshape young minds before they become too entrenched in violent thoughts?

become too entrenched in violent thoughts?

>>The adolescents who are thoughts?

>>The adolescents who are committing serious crimes, the >>The adolescents who are committing serious crimes, the adolescents who are doing very committing serious crimes, the adolescents who are doing very serious aggressive and violent adolescents who are doing very serious aggressive and violent acts typically have started with serious aggressive and violent acts typically have started with milder conduct problems early in acts typically have started with milder conduct problems early in development.

milder conduct problems early in development.

They've had problems in school, development.

They've had problems in school, maybe even in preschool...and so They've had problems in school, maybe even in preschool...and so the key, the number one thing is maybe even in preschool...and so the key, the number one thing is to do early intervention, early the key, the number one thing is to do early intervention, early mental health programs because to do early intervention, early mental health programs because we know what are the early mental health programs because we know what are the early signs, it's behavioral problems we know what are the early signs, it's behavioral problems early on.

signs, it's behavioral problems early on.

>>NARRATOR: But when, if ever, early on.

>>NARRATOR: But when, if ever, is it too hard or too late to >>NARRATOR: But when, if ever, is it too hard or too late to change a violent mind?0m÷gNh is it too hard or too late to change a violent mind?0m÷gNh This is the Mendota Juvenile change a violent mind?0m÷gNh This is the Mendota Juvenile r!Jj This is the Mendota Juvenile r!Jj Wisconsin.

r!Jj Wisconsin.

And these are some of the most Wisconsin.

And these are some of the most violent teenagers in the state.

And these are some of the most violent teenagers in the state.

The worst of the worst, too hard violent teenagers in the state.

The worst of the worst, too hard to handle in the traditional The worst of the worst, too hard to handle in the traditional juvenile prison.

to handle in the traditional juvenile prison.

That's why they are here.

juvenile prison.

That's why they are here.

The t2lu>46çota has That's why they are here.

The t2lu>46çota has been arrested between six and The t2lu>46çota has been arrested between six and nine times, starting at about been arrested between six and nine times, starting at about age 11. nine times, starting at about age 11.

Their crimes are violent age 11.

Their crimes are violent felonies: armed robbery, Their crimes are violent felonies: armed robbery, assault, rape and even murder.

felonies: armed robbery, assault, rape and even murder.

Many of them are callous and assault, rape and even murder.

Many of them are callous and unemotional, psychopaths in the Many of them are callous and unemotional, psychopaths in the making.

unemotional, psychopaths in the making.

Greg Van Rybroek is the making.

Greg Van Rybroek is the director.

Greg Van Rybroek is the director.

>>We have kids who basically director.

>>We have kids who basically came from hell.

>>We have kids who basically came from hell.

They came from hell and don't came from hell.

They came from hell and don't understand what the world is all They came from hell and don't understand what the world is all about that is of benefit to understand what the world is all about that is of benefit to them.a#ç/1wN about that is of benefit to them.a#ç/1wN They're not interested in them.a#ç/1wN They're not interested in playing by the rules of the They're not interested in playing by the rules of the game.

playing by the rules of the game.

>>NARRATOR: And so here, they game.

>>NARRATOR: And so here, they have changed the rules >>NARRATOR: And so here, they have changed the rules >>So, what we're trying to do have changed the rules >>So, what we're trying to do here is have a little bit of >>So, what we're trying to do here is have a little bit of time for you guys to talk about here is have a little bit of time for you guys to talk about your lives.

time for you guys to talk about your lives.

>>NARRATOR: Despite the locks your lives.

>>NARRATOR: Despite the locks and chains, Mendota is no >>NARRATOR: Despite the locks and chains, Mendota is no prison.

and chains, Mendota is no prison.

It is a mental health facility.

prison.

It is a mental health facility.

>>I'm really talking to your It is a mental health facility.

>>I'm really talking to your heart.

>>I'm really talking to your heart.

>>NARRATOR: And Greg is no heart.

>>NARRATOR: And Greg is no warden, he is a psychologist.

>>NARRATOR: And Greg is no warden, he is a psychologist.

>>I want to hear about what warden, he is a psychologist.

>>I want to hear about what went in your life before you got >>I want to hear about what went in your life before you got to this point and what you're went in your life before you got to this point and what you're thinking about for your future, to this point and what you're thinking about for your future, deal?

thinking about for your future, deal?

>>Okay.

deal?

>>Okay.

>>Do you remember the first >>Okay.

>>Do you remember the first time you got in trouble with the >>Do you remember the first time you got in trouble with the law?

time you got in trouble with the law?

>>Yeah.

law?

>>Yeah.

>>How old were you?

>>Yeah.

>>How old were you?

>>Eleven.

>>How old were you?

>>Eleven.

I was a new kid right here I was >>Eleven.

I was a new kid right here I was like, they will mess with him./&ñ I was a new kid right here I was like, they will mess with him./&ñ See, we're about, so I felt like like, they will mess with him./&ñ See, we're about, so I felt like -- well, at first I used to let See, we're about, so I felt like -- well, at first I used to let people bully me and mess with -- well, at first I used to let people bully me and mess with me, at the end I just said, people bully me and mess with me, at the end I just said, "Enough is enough."

me, at the end I just said, "Enough is enough."

That's when I started fighting.

"Enough is enough."

That's when I started fighting.

>>It wasn't a school playground That's when I started fighting.

>>It wasn't a school playground fight then if you've got caught, >>It wasn't a school playground fight then if you've got caught, it was worse than that?

fight then if you've got caught, it was worse than that?

>>I kind of like I won't stop it was worse than that?

>>I kind of like I won't stop fighting until I've seen blood >>I kind of like I won't stop fighting until I've seen blood like until he was badly hurt.

fighting until I've seen blood like until he was badly hurt.

>>And then?

like until he was badly hurt.

>>And then?

>>Then guns came.

>>And then?

>>Then guns came.

>>Guns came?

>>Then guns came.

>>Guns came?

How did guns get there?

>>Guns came?

How did guns get there?

>>I just started playing with How did guns get there?

>>I just started playing with guns.

>>I just started playing with guns.

>>Well, I couldn't get a gun of guns.

>>Well, I couldn't get a gun of my life depended on it probably.

>>Well, I couldn't get a gun of my life depended on it probably.

How do you get a gun?

my life depended on it probably.

How do you get a gun?

>>It ain't that hard.

How do you get a gun?

>>It ain't that hard.

>>What do mean it ain't that >>It ain't that hard.

>>What do mean it ain't that hard?

>>What do mean it ain't that hard?

>>Like in the alley somewhere hard?

>>Like in the alley somewhere there under like somebody's car >>Like in the alley somewhere there under like somebody's car on the side or somebody's wheel, there under like somebody's car on the side or somebody's wheel, I bought a gun from this dude on the side or somebody's wheel, I bought a gun from this dude for $60.

I bought a gun from this dude for $60.

>>And how did you live?

for $60.

>>And how did you live?

>>Selling crack.

>>And how did you live?

>>Selling crack.

>>This guy's been sitting >>Selling crack.

>>This guy's been sitting quiet, but I can tell he wants >>This guy's been sitting quiet, but I can tell he wants to talk.

quiet, but I can tell he wants to talk.

Something must have got you to talk.

Something must have got you here.

Something must have got you here.

>>Yeah, I was tired of being here.

>>Yeah, I was tired of being picked on, you know.

>>Yeah, I was tired of being picked on, you know.

I was tired.

picked on, you know.

I was tired.

Tired of losing fights, tired of I was tired.

Tired of losing fights, tired of struggling, you know what I Tired of losing fights, tired of struggling, you know what I mean.

struggling, you know what I mean.

So I got me a little crew and mean.

So I got me a little crew and start getting cool with people.

So I got me a little crew and start getting cool with people.

>>So, I, I don't got me a crew, start getting cool with people.

>>So, I, I don't got me a crew, so I don't really know, when you >>So, I, I don't got me a crew, so I don't really know, when you got me a crew, what is a crew?

so I don't really know, when you got me a crew, what is a crew?

How does that work?

got me a crew, what is a crew?

How does that work?

>>Like had others, we stand up How does that work?

>>Like had others, we stand up with each other and stuff like >>Like had others, we stand up with each other and stuff like that.

with each other and stuff like that.

>>NARRATOR: There aren't any that.

>>NARRATOR: There aren't any school rampage shooters here, >>NARRATOR: There aren't any school rampage shooters here, but the same storm brews inside, school rampage shooters here, but the same storm brews inside, a storm fed by a lack of hope, but the same storm brews inside, a storm fed by a lack of hope, loneliness, fear, access to a storm fed by a lack of hope, loneliness, fear, access to guns, and a deep desire to prove loneliness, fear, access to guns, and a deep desire to prove themselves.

guns, and a deep desire to prove themselves.

Only for these boys, the venue themselves.

Only for these boys, the venue for violence is not school, it Only for these boys, the venue for violence is not school, it is the streets.

for violence is not school, it is the streets.

What kind of trouble did you get is the streets.

What kind of trouble did you get in that put you here?

What kind of trouble did you get in that put you here?

>>Robbing people and fighting.

in that put you here?

>>Robbing people and fighting.

>>NARRATOR: What kind of >>Robbing people and fighting.

>>NARRATOR: What kind of robbery?

>>NARRATOR: What kind of robbery?

With a gun?

robbery?

With a gun?

>>Yeah.

With a gun?

>>Yeah.

I would pull a gun on you in >>Yeah.

I would pull a gun on you in broad daylight.

I would pull a gun on you in broad daylight.

>>NARRATOR: What's it like when broad daylight.

>>NARRATOR: What's it like when you pull out a gun on somebody >>NARRATOR: What's it like when you pull out a gun on somebody and point it at them?

you pull out a gun on somebody and point it at them?

What's that like?

and point it at them?

What's that like?

>>It's like you are in control, What's that like?

>>It's like you are in control, like you tell them what to do, >>It's like you are in control, like you tell them what to do, like your word is higher no like you tell them what to do, like your word is higher no matter what.

like your word is higher no matter what.

>>NARRATOR: The usual approach matter what.

>>NARRATOR: The usual approach is to lock these kids up.

>>NARRATOR: The usual approach is to lock these kids up.

So what is different about is to lock these kids up.

So what is different about Mendota?

So what is different about Mendota?

>>I have been on this unit for Mendota?

>>I have been on this unit for a year-and-a-half but I've >>I have been on this unit for a year-and-a-half but I've worked out here at Mendota.

a year-and-a-half but I've worked out here at Mendota.

I'm working on my 14th year.

worked out here at Mendota.

I'm working on my 14th year.

>>NARRATOR: When I walked the I'm working on my 14th year.

>>NARRATOR: When I walked the halls with operations director >>NARRATOR: When I walked the halls with operations director Cindy Ebsen, I started to halls with operations director Cindy Ebsen, I started to understand.

Cindy Ebsen, I started to understand.

The razor wire, remotely locked understand.

The razor wire, remotely locked doors and restraints coexist The razor wire, remotely locked doors and restraints coexist with boys walking to class or doors and restraints coexist with boys walking to class or therapy sessions, past birthday with boys walking to class or therapy sessions, past birthday greetings, award certificates, therapy sessions, past birthday greetings, award certificates, and motivational posters.

greetings, award certificates, and motivational posters.

>>Ken here made honor roll in and motivational posters.

>>Ken here made honor roll in school, and so he put that up.

>>Ken here made honor roll in school, and so he put that up.

>>NARRATOR: The place runs on a school, and so he put that up.

>>NARRATOR: The place runs on a mix of punishment and positive >>NARRATOR: The place runs on a mix of punishment and positive reinforcement.

mix of punishment and positive reinforcement.

>>These guys, they do good in reinforcement.

>>These guys, they do good in school, if he make honor roll at >>These guys, they do good in school, if he make honor roll at the end of the semester you get school, if he make honor roll at the end of the semester you get a McDonald's meal.

the end of the semester you get a McDonald's meal.

>>NARRATOR: There is a direct a McDonald's meal.

>>NARRATOR: There is a direct and immediate connection between >>NARRATOR: There is a direct and immediate connection between conduct today and privileges or and immediate connection between conduct today and privileges or not tomorrow.

conduct today and privileges or not tomorrow.

All of it is tracked in not tomorrow.

All of it is tracked in meticulous detail.

All of it is tracked in meticulous detail.

would be about for you?

meticulous detail.

would be about for you?

What did you think coming here would be about for you?

What did you think coming here would be about for you?

What did you think coming here would be about for you?

>>You know, it was like, it's would be about for you?

>>You know, it was like, it's all based on my behavior to go >>You know, it was like, it's all based on my behavior to go home.

all based on my behavior to go home.

Yeah, like, it's all depending home.

Yeah, like, it's all depending on me.

Yeah, like, it's all depending on me.

The fate is in my hands.

on me.

The fate is in my hands.

My freedom is in my hand.

The fate is in my hands.

My freedom is in my hand.

Either I can grab it or I can My freedom is in my hand.

Either I can grab it or I can let it go by fighting with Either I can grab it or I can let it go by fighting with somebody else.

let it go by fighting with somebody else.

>>So, what's hard about somebody else.

>>So, what's hard about grabbing it instead of fighting?

>>So, what's hard about grabbing it instead of fighting?

>>Like, like...

I'm so used to grabbing it instead of fighting?

>>Like, like...

I'm so used to fighting.

>>Like, like...

I'm so used to fighting.

>>It's a habit.

fighting.

>>It's a habit.

>>Yeah, it's the only option we >>It's a habit.

>>Yeah, it's the only option we know.

>>Yeah, it's the only option we know.

>>We want to believe you just know.

>>We want to believe you just open the steel door and give >>We want to believe you just open the steel door and give them a big hug and some cookies open the steel door and give them a big hug and some cookies and say, "Get over it."

them a big hug and some cookies and say, "Get over it."

But it's nowhere close to that and say, "Get over it."

But it's nowhere close to that in reality.

But it's nowhere close to that in reality.

>>We can't go back to the womb in reality.

>>We can't go back to the womb and play Beethoven and we can't >>We can't go back to the womb and play Beethoven and we can't get the attachment that they may and play Beethoven and we can't get the attachment that they may be ideally should have received.

get the attachment that they may be ideally should have received.

But we can by constantly, be ideally should have received.

But we can by constantly, consistently creating a fair But we can by constantly, consistently creating a fair system for them to interact in consistently creating a fair system for them to interact in behaviorally, start to work with system for them to interact in behaviorally, start to work with them once they trust that we're behaviorally, start to work with them once they trust that we're not anything but people who are them once they trust that we're not anything but people who are firm and fair and then most of not anything but people who are firm and fair and then most of all, caring.

firm and fair and then most of all, caring.

>>The sound bite statement all, caring.

>>The sound bite statement would be you're being soft on >>The sound bite statement would be you're being soft on crime, soft on criminals.

would be you're being soft on crime, soft on criminals.

>>I would amend that to saying crime, soft on criminals.

>>I would amend that to saying we're being smart about people.

>>I would amend that to saying we're being smart about people.

>>NARRATOR: And it appears to we're being smart about people.

>>NARRATOR: And it appears to be smart when it comes to >>NARRATOR: And it appears to be smart when it comes to reducing the number of repeat be smart when it comes to reducing the number of repeat offenders.

reducing the number of repeat offenders.

Graduates here are half as offenders.

Graduates here are half as likely to commit a violent Graduates here are half as likely to commit a violent felony as teens who are likely to commit a violent felony as teens who are incarcerated in a traditional felony as teens who are incarcerated in a traditional prison.

incarcerated in a traditional prison.

Mendota is a unique crucible for prison.

Mendota is a unique crucible for the idea that it is possible to Mendota is a unique crucible for the idea that it is possible to stop the storm.

the idea that it is possible to stop the storm.

If it works here with some of stop the storm.

If it works here with some of these callous, unemotional If it works here with some of these callous, unemotional felons.

these callous, unemotional felons.

Perhaps intervention can stop felons.

Perhaps intervention can stop the clouds from building inside Perhaps intervention can stop the clouds from building inside a potential rampage shooter.

the clouds from building inside a potential rampage shooter.

Are there kids that are beyond a potential rampage shooter.

Are there kids that are beyond that, just kind of lost causes?

Are there kids that are beyond that, just kind of lost causes?

>>No.

that, just kind of lost causes?

>>No.

And I will say that and I think >>No.

And I will say that and I think people will disagree.

And I will say that and I think people will disagree.

And I will - I will say the people will disagree.

And I will - I will say the younger that is, the more sure I And I will - I will say the younger that is, the more sure I am of that statement.

younger that is, the more sure I am of that statement.

The only time a kid is a lost am of that statement.

The only time a kid is a lost cause is when we're not willing The only time a kid is a lost cause is when we're not willing to put the resources to give him cause is when we're not willing to put the resources to give him what he or she needs.

to put the resources to give him what he or she needs.

>>NARRATOR: Frick is preaching what he or she needs.

>>NARRATOR: Frick is preaching to the choir for people like >>NARRATOR: Frick is preaching to the choir for people like Liza Long.

to the choir for people like Liza Long.

Liza is trying to bring a Liza Long.

Liza is trying to bring a national discussion about mental Liza is trying to bring a national discussion about mental health care to a crescendo.

national discussion about mental health care to a crescendo.

>>Everybody wants to help these health care to a crescendo.

>>Everybody wants to help these kids.

>>Everybody wants to help these kids.

But we don't have the kids.

But we don't have the information, we don't have the But we don't have the information, we don't have the resources.

information, we don't have the resources.

Too often, there just isn't resources.

Too often, there just isn't enough.

Too often, there just isn't enough.

>>NARRATOR: She knows first enough.

>>NARRATOR: She knows first hand how unavailable and >>NARRATOR: She knows first hand how unavailable and unaffordable mental health care hand how unavailable and unaffordable mental health care can be in the US.

unaffordable mental health care can be in the US.

After all, she is trying stop can be in the US.

After all, she is trying stop the storm from building inside After all, she is trying stop the storm from building inside her own son.

the storm from building inside her own son.

When Adam Lanza went on his her own son.

When Adam Lanza went on his rampage in Newtown, Connecticut, When Adam Lanza went on his rampage in Newtown, Connecticut, Liza watched with a strong sense rampage in Newtown, Connecticut, Liza watched with a strong sense of foreboding.

Liza watched with a strong sense of foreboding.

Might this be a vision of her of foreboding.

Might this be a vision of her future?

Might this be a vision of her future?

Her son-- we'll call him future?

Her son-- we'll call him Michael-- is a bright normal 13 Her son-- we'll call him Michael-- is a bright normal 13 year old most of the time.

Michael-- is a bright normal 13 year old most of the time.

But he is prone to violent, year old most of the time.

But he is prone to violent, uncontrollable blind rages.

But he is prone to violent, uncontrollable blind rages.

All of this roiled in her mind uncontrollable blind rages.

All of this roiled in her mind as she wrote a blog post about All of this roiled in her mind as she wrote a blog post about her son that went viral.

as she wrote a blog post about her son that went viral.

>>Circulating across social her son that went viral.

>>Circulating across social media today is a blog titled "I >>Circulating across social media today is a blog titled "I am Adam Lanza's mother".

media today is a blog titled "I am Adam Lanza's mother".

>>NARRATOR: It launched a am Adam Lanza's mother".

>>NARRATOR: It launched a national conversation on the >>NARRATOR: It launched a national conversation on the link between mental illness and national conversation on the link between mental illness and violence.

link between mental illness and violence.

>>I had no idea that I wasn't violence.

>>I had no idea that I wasn't alone.

>>I had no idea that I wasn't alone.

Really, I thought I must be the alone.

Really, I thought I must be the only person in America who's Really, I thought I must be the only person in America who's struggling with this.

only person in America who's struggling with this.

And, boy, I heard from so many struggling with this.

And, boy, I heard from so many people who said, "You just told And, boy, I heard from so many people who said, "You just told my story."

people who said, "You just told my story."

>>NARRATOR: Liza Long lives in my story."

>>NARRATOR: Liza Long lives in fear every time she leaves the >>NARRATOR: Liza Long lives in fear every time she leaves the house.

fear every time she leaves the house.

>>You feel like you're in a war house.

>>You feel like you're in a war zone, right down to the constant >>You feel like you're in a war zone, right down to the constant anxiety.

zone, right down to the constant anxiety.

I'm always checking my phone.

anxiety.

I'm always checking my phone.

I'm panicked.

I'm always checking my phone.

I'm panicked.

What if something goes wrong?

I'm panicked.

What if something goes wrong?

I never know.

What if something goes wrong?

I never know.

>>NARRATOR: Her son has been I never know.

>>NARRATOR: Her son has been different since he was born.

>>NARRATOR: Her son has been different since he was born.

>>As a parent, you don't always different since he was born.

>>As a parent, you don't always know what's normal, but looking >>As a parent, you don't always know what's normal, but looking back I think that there were know what's normal, but looking back I think that there were signs early on that he just back I think that there were signs early on that he just wasn't the same as other signs early on that he just wasn't the same as other children his age.

wasn't the same as other children his age.

He did things like bang his head children his age.

He did things like bang his head against the wall a lot.

He did things like bang his head against the wall a lot.

I remember asking a pediatrician against the wall a lot.

I remember asking a pediatrician about that, like, "Why is this I remember asking a pediatrician about that, like, "Why is this kid banging his head against the about that, like, "Why is this kid banging his head against the wall all the time?"

kid banging his head against the wall all the time?"

"Oh, just some kids do that."

wall all the time?"

"Oh, just some kids do that."

Or repetitive sounds, made a lot "Oh, just some kids do that."

Or repetitive sounds, made a lot of repetitive sounds.

Or repetitive sounds, made a lot of repetitive sounds.

Again, we just didn't know any of repetitive sounds.

Again, we just didn't know any better.

Again, we just didn't know any better.

>>NARRATOR: I met Michael on a better.

>>NARRATOR: I met Michael on a good day.

>>NARRATOR: I met Michael on a good day.

>>And it really was kind of fun good day.

>>And it really was kind of fun because you really have nothing >>And it really was kind of fun because you really have nothing to do in the loony bin.

because you really have nothing to do in the loony bin.

>>Don't call it the loony bin.

to do in the loony bin.

>>Don't call it the loony bin.

>>That's what it is.

>>Don't call it the loony bin.

>>That's what it is.

>>NARRATOR: But in her car, >>That's what it is.

>>NARRATOR: But in her car, Liza carries evidence that he >>NARRATOR: But in her car, Liza carries evidence that he can change into something very Liza carries evidence that he can change into something very frightening.

can change into something very frightening.

So what's this?

frightening.

So what's this?

>>This is the Tupperware So what's this?

>>This is the Tupperware container.

>>This is the Tupperware container.

>>NARRATOR: What's in it?

container.

>>NARRATOR: What's in it?

>>I'll show you.

>>NARRATOR: What's in it?

>>I'll show you.

Hammers, knives, scissors, >>I'll show you.

Hammers, knives, scissors, anything sharp.

Hammers, knives, scissors, anything sharp.

>>NARRATOR: Now, why did you do anything sharp.

>>NARRATOR: Now, why did you do that?

>>NARRATOR: Now, why did you do that?

>>Because he pulled a knife for that?

>>Because he pulled a knife for me.

>>Because he pulled a knife for me.

So the knives travel with me.

me.

So the knives travel with me.

I don't have to worry about So the knives travel with me.

I don't have to worry about that.

I don't have to worry about that.

>>NARRATOR: Not surprisingly, that.

>>NARRATOR: Not surprisingly, Liza does not have a gun in the >>NARRATOR: Not surprisingly, Liza does not have a gun in the house and doesn't think anyone Liza does not have a gun in the house and doesn't think anyone with a child like Michael house and doesn't think anyone with a child like Michael should.

with a child like Michael should.

>>You put your foot down on the should.

>>You put your foot down on the pedal.

>>You put your foot down on the pedal.

>>Please go away!

pedal.

>>Please go away!

>>I moved this piano out of the >>Please go away!

>>I moved this piano out of the way, and moved this bench and >>I moved this piano out of the way, and moved this bench and sat down on it and then he came way, and moved this bench and sat down on it and then he came over here and... sat down on it and then he came over here and... >>No, I was playing it before over here and... >>No, I was playing it before you sat down.

>>No, I was playing it before you sat down.

>>NARRATOR: Brothers bickering- you sat down.

>>NARRATOR: Brothers bickering- - the usual stuff in most >>NARRATOR: Brothers bickering- - the usual stuff in most households.

- the usual stuff in most households.

But here everyone is on households.

But here everyone is on eggshells.

But here everyone is on eggshells.

>>Thanks a lot.

eggshells.

>>Thanks a lot.

>>NARRATOR: Because every now >>Thanks a lot.

>>NARRATOR: Because every now and then, for no apparent >>NARRATOR: Because every now and then, for no apparent reason, Michael flips into a and then, for no apparent reason, Michael flips into a wild rage.

reason, Michael flips into a wild rage.

>>What happens when you have a wild rage.

>>What happens when you have a rage?

>>What happens when you have a rage?

>>Your mind goes blank.

rage?

>>Your mind goes blank.

You think about nothing but >>Your mind goes blank.

You think about nothing but getting revenge on the people You think about nothing but getting revenge on the people that have hurt you, you lash and getting revenge on the people that have hurt you, you lash and do violent things.

that have hurt you, you lash and do violent things.

It's very hurtful.

do violent things.

It's very hurtful.

And afterwards you may be It's very hurtful.

And afterwards you may be incredibly tired and basically And afterwards you may be incredibly tired and basically depressed.

incredibly tired and basically depressed.

You feel really bad about it, depressed.

You feel really bad about it, but you know that there's not You feel really bad about it, but you know that there's not really anything you can do to but you know that there's not really anything you can do to them to make up to the people really anything you can do to them to make up to the people you hurt during those incidents.

them to make up to the people you hurt during those incidents.

You can't control yourself when you hurt during those incidents.

You can't control yourself when you're like that and no one else You can't control yourself when you're like that and no one else can.

you're like that and no one else can.

When you get like that, you just can.

When you get like that, you just want to get the heck away from When you get like that, you just want to get the heck away from anyone in the area.

want to get the heck away from anyone in the area.

It's kind of like a werewolf.

anyone in the area.

It's kind of like a werewolf.

When a werewolf turns into a It's kind of like a werewolf.

When a werewolf turns into a werewolf, it doesn't know who he When a werewolf turns into a werewolf, it doesn't know who he is, it doesn't know where he is, werewolf, it doesn't know who he is, it doesn't know where he is, it's just wants to hurt and is, it doesn't know where he is, it's just wants to hurt and fight people.

it's just wants to hurt and fight people.

>>NARRATOR: So you feel like fight people.

>>NARRATOR: So you feel like there's another person inside >>NARRATOR: So you feel like there's another person inside almost?

there's another person inside almost?

>>Basically.

almost?

>>Basically.

>>NARRATOR: Scary.

>>Basically.

>>NARRATOR: Scary.

>>Yes.

>>NARRATOR: Scary.

>>Yes.

>>The first time he pulled a >>Yes.

>>The first time he pulled a knife on me, he was ten.

>>The first time he pulled a knife on me, he was ten.

That's a really frightening knife on me, he was ten.

That's a really frightening thing.

That's a really frightening thing.

It's just a really frightening thing.

It's just a really frightening thing.

It's just a really frightening thing.

But again, as a mom, I love this thing.

But again, as a mom, I love this child.

But again, as a mom, I love this child.

I just love this child, but it's child.

I just love this child, but it's exhausting.

I just love this child, but it's exhausting.

It's painful for him, too.

exhausting.

It's painful for him, too.

He's not the type of child who It's painful for him, too.

He's not the type of child who wants to get to that space where He's not the type of child who wants to get to that space where he's that angry or that violent.

wants to get to that space where he's that angry or that violent.

He doesn't want to be there.

he's that angry or that violent.

He doesn't want to be there.

He doesn't have the coping He doesn't want to be there.

He doesn't have the coping strategies or the ability to He doesn't have the coping strategies or the ability to stay in a safe space for him.

strategies or the ability to stay in a safe space for him.

It's frustrating for him and stay in a safe space for him.

It's frustrating for him and scary.

It's frustrating for him and scary.

He's scared of himself when he scary.

He's scared of himself when he gets like that.

He's scared of himself when he gets like that.

>>NARRATOR: Is it hard to love gets like that.

>>NARRATOR: Is it hard to love him?

>>NARRATOR: Is it hard to love him?

>>It's never hard to love your him?

>>It's never hard to love your child.

>>It's never hard to love your child.

It's hard to wonder how to help child.

It's hard to wonder how to help your child and to feel helpless; It's hard to wonder how to help your child and to feel helpless; that's what's hard.

your child and to feel helpless; that's what's hard.

>>NARRATOR: The frustration is that's what's hard.

>>NARRATOR: The frustration is compounded by this simple yet >>NARRATOR: The frustration is compounded by this simple yet frightening fact: medical compounded by this simple yet frightening fact: medical science cannot even settle on a frightening fact: medical science cannot even settle on a diagnosis, much less a cure.

science cannot even settle on a diagnosis, much less a cure.

>>By the time he was ten years diagnosis, much less a cure.

>>By the time he was ten years old, we'd looked at autism >>By the time he was ten years old, we'd looked at autism spectrum.

old, we'd looked at autism spectrum.

We had looked at intermittent spectrum.

We had looked at intermittent explosive disorder, oppositional We had looked at intermittent explosive disorder, oppositional defiance; we hadn't considered explosive disorder, oppositional defiance; we hadn't considered ADHD at that point, but that got defiance; we hadn't considered ADHD at that point, but that got thrown into the mix.

ADHD at that point, but that got thrown into the mix.

Basically, people are just thrown into the mix.

Basically, people are just looking at your child saying, Basically, people are just looking at your child saying, "Well, it's something.

looking at your child saying, "Well, it's something.

Let's throw some medication at "Well, it's something.

Let's throw some medication at it.

Let's throw some medication at it.

See if it sticks.

"çí9%yK>?8.,;÷÷) it.

See if it sticks.

"çí9%yK>?8.,;÷÷) >>NARRATOR: So what do we have See if it sticks.

"çí9%yK>?8.,;÷÷) >>NARRATOR: So what do we have here?

>>NARRATOR: So what do we have here?

>>Some of these are some of his here?

>>Some of these are some of his older meds.

>>Some of these are some of his older meds.

I just kept them in case they older meds.

I just kept them in case they change his dosage or in case I just kept them in case they change his dosage or in case they say, "Oh, we're going back change his dosage or in case they say, "Oh, we're going back to that drug."

they say, "Oh, we're going back to that drug."

>>NARRATOR: When I met Michael to that drug."

>>NARRATOR: When I met Michael he was on a drug that is used to >>NARRATOR: When I met Michael he was on a drug that is used to treat ADHD and anxiety.

he was on a drug that is used to treat ADHD and anxiety.

>>He's done really well on it.

treat ADHD and anxiety.

>>He's done really well on it.

>>NARRATOR: So since he's been >>He's done really well on it.

>>NARRATOR: So since he's been out of this, he had a real >>NARRATOR: So since he's been out of this, he had a real escalating episode or anything?

out of this, he had a real escalating episode or anything?

>>We did have to call the escalating episode or anything?

>>We did have to call the police one time since he's been >>We did have to call the police one time since he's been on this medication but he de- police one time since he's been on this medication but he de- escalated when the police came, on this medication but he de- escalated when the police came, which is huge.

escalated when the police came, which is huge.

It's really great.

which is huge.

It's really great.

Here ya go, it's time.

It's really great.

Here ya go, it's time.

>>NARRATOR: But Liza Long is Here ya go, it's time.

>>NARRATOR: But Liza Long is still on eggshells, wondering >>NARRATOR: But Liza Long is still on eggshells, wondering when the next rage may be.

still on eggshells, wondering when the next rage may be.

>>Hey, bug.

when the next rage may be.

>>Hey, bug.

I just need you to take your >>Hey, bug.

I just need you to take your meds.

I just need you to take your meds.

You can stay asleep, I need you meds.

You can stay asleep, I need you to take them, okay?

You can stay asleep, I need you to take them, okay?

>>NARRATOR: In December, a to take them, okay?

>>NARRATOR: In December, a minor argument in the car >>NARRATOR: In December, a minor argument in the car escalated.

minor argument in the car escalated.

Michael tried to throw himself escalated.

Michael tried to throw himself into traffic.

Michael tried to throw himself into traffic.

Two days later, while he was into traffic.

Two days later, while he was still hospitalized, Liza saw the Two days later, while he was still hospitalized, Liza saw the horrible images from Newtown.

still hospitalized, Liza saw the horrible images from Newtown.

>>Caller's indicating she horrible images from Newtown.

>>Caller's indicating she thinks there's someone shooting >>Caller's indicating she thinks there's someone shooting in the building.

thinks there's someone shooting in the building.

>>Until today, Adam Lanza was in the building.

>>Until today, Adam Lanza was known mostly in his >>Until today, Adam Lanza was known mostly in his neighborhood as someone who did known mostly in his neighborhood as someone who did not play well with others.

neighborhood as someone who did not play well with others.

>>My first thought was, what if not play well with others.

>>My first thought was, what if my son grows up to do something >>My first thought was, what if my son grows up to do something like this?

my son grows up to do something like this?

And I sat down, and I wrote that like this?

And I sat down, and I wrote that piece right there.

And I sat down, and I wrote that piece right there.

>>NARRATOR: She took a lot of piece right there.

>>NARRATOR: She took a lot of heat by speaking out.

>>NARRATOR: She took a lot of heat by speaking out.

Many criticized her for heat by speaking out.

Many criticized her for stigmatizing her own son.

Many criticized her for stigmatizing her own son.

>>NARRATOR: But Liza feels it stigmatizing her own son.

>>NARRATOR: But Liza feels it is important to stop avoiding >>NARRATOR: But Liza feels it is important to stop avoiding this taboo issue for her is important to stop avoiding this taboo issue for her son and for anyone who may this taboo issue for her son and for anyone who may struggle with mental illness.

son and for anyone who may struggle with mental illness.

>>We're seeing children like struggle with mental illness.

>>We're seeing children like this who need help everywhere.

>>We're seeing children like this who need help everywhere.

>>NARRATOR: They're everywhere this who need help everywhere.

>>NARRATOR: They're everywhere and yet they're kind of silent >>NARRATOR: They're everywhere and yet they're kind of silent until we have a Newtown.

and yet they're kind of silent until we have a Newtown.

>>Yes, and that's the tragedy.

until we have a Newtown.

>>Yes, and that's the tragedy.

And that's why I'm talking with >>Yes, and that's the tragedy.

And that's why I'm talking with you because in the aftermath of And that's why I'm talking with you because in the aftermath of all of this, I decided that, as you because in the aftermath of all of this, I decided that, as hard as it's been personally for all of this, I decided that, as hard as it's been personally for me, it's been hard and for my hard as it's been personally for me, it's been hard and for my family.

me, it's been hard and for my family.

This is a conversation that's family.

This is a conversation that's got to continue.

This is a conversation that's got to continue.

>>NARRATOR: And so will the got to continue.

>>NARRATOR: And so will the research.

>>NARRATOR: And so will the research.

While it may never give us an research.

While it may never give us an easy way to identify a future While it may never give us an easy way to identify a future rampage killer, it has made it easy way to identify a future rampage killer, it has made it crystal clear it is never too rampage killer, it has made it crystal clear it is never too early-- or too late-- to make a crystal clear it is never too early-- or too late-- to make a difference in a child's life.

>>This NOVA program is >>This NOVA program is available on DVD.

>>This NOVA program is available on DVD.

To order, visit shopPBS.org, or available on DVD.

To order, visit shopPBS.org, or call 1-800-play-pbs.

To order, visit shopPBS.org, or call 1-800-play-pbs.

NOVA is also available for call 1-800-play-pbs.

NOVA is also available for download on iTunes.