The article presents a biopsychosocial model to explain the development of chronic conduct problems in adolescence, supported by empirical findings. The model posits that biological dispositions and sociocultural contexts place certain children at risk, but life experiences with parents, peers, and social institutions increment and mediate this risk. A transactional developmental model is proposed to describe the emergence of chronic antisocial behavior over time, with reciprocal influences among dispositions, contexts, and life experiences leading to recursive iterations. Cognitive and emotional processes within the child, including the acquisition of knowledge and social-information-processing patterns, mediate the relation between life experiences and conduct problem outcomes. The authors highlight the need for an integrative developmental theory that considers multiple factors and their interactions. They also discuss the importance of early life experiences, such as parenting, peer relationships, and social experiences with major institutions, in shaping conduct problems. The article emphasizes the role of interactive models, where risk factors exert influence only in the presence or absence of another factor, and the importance of cultural, gender, and age interactions in understanding conduct problems.The article presents a biopsychosocial model to explain the development of chronic conduct problems in adolescence, supported by empirical findings. The model posits that biological dispositions and sociocultural contexts place certain children at risk, but life experiences with parents, peers, and social institutions increment and mediate this risk. A transactional developmental model is proposed to describe the emergence of chronic antisocial behavior over time, with reciprocal influences among dispositions, contexts, and life experiences leading to recursive iterations. Cognitive and emotional processes within the child, including the acquisition of knowledge and social-information-processing patterns, mediate the relation between life experiences and conduct problem outcomes. The authors highlight the need for an integrative developmental theory that considers multiple factors and their interactions. They also discuss the importance of early life experiences, such as parenting, peer relationships, and social experiences with major institutions, in shaping conduct problems. The article emphasizes the role of interactive models, where risk factors exert influence only in the presence or absence of another factor, and the importance of cultural, gender, and age interactions in understanding conduct problems.