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predictions about how that person might react to some specific situation. In constructing his profile, Brussel stated, he reversed the process, trying to predict an individual from the evidence of his deeds.
    Looking back on the Mad Bomber case from our perspective of nearly forty years, it actually seems a rather simple one to crack. But at the time, it was a real landmark in the development of what came to be called behavioral science in criminal investigation, and Dr. Brussel, who later worked with the Boston Police Department on the Boston Strangler case, was a true trailblazer in the field.
    Though it is often referred to as
deduction,
what the fictional Dupin and Holmes, and real-life Brussel and those of us who followed, were doing was actually more
inductive
—that is, observing particular elements of a crime and drawing larger conclusions from them. When I came to Quantico in 1977, instructors in the Behavioral Science Unit, such as the pioneering Howard Teten, were starting to apply Dr. Brussel’s ideas to cases brought to them in their National Academy classes by police professionals. But at the time, this was all anecdotal and had never been backed up by hard research. That was the state of things when I came into the story.
    I’ve talked about how important it is for us to be able to step into the shoes and mind of the unknown killer. Through our research and experience, we’ve found it is equally important—as painful and harrowing as it might be—to be able to put ourselves in the place of the victim. Only when we have a firm idea of how the particular victim would have reacted to the horrible things that were happen ing to her or him can we truly understand the behavior and reactions of the perpetrator.
    To know the offender, you have to look at the crime.
    In the early 1980s, a disturbing case came to me from the police depart ment of a small town in rural Georgia. A pretty fourteen-year-old girl, a majorette at the local junior high school, had been abducted from the school bus stop about a hundred yards from her house. Her partially clothed body was discovered some days later in a wooded lovers’-lane area about ten miles away. She had been sexually molested, and the cause of death was blunt-force trauma to the head. A large, blood-encrusted rock was lying nearby.
    Before I could deliver my analysis, I had to know as much about this young girl as I could. I found out that though very cute and pretty, she was a fourteen-year-old who looked fourteen, not twenty-one as some teens do. Everyone who knew her assured me she was not promiscuous or a flirt, was not in any way involved with drugs or alcohol, and that she was warm and friendly to anyone who approached her. Autopsy analysis indicated she had been a virgin when raped.
    This was all vital information to me, because it led me to understand how she would have reacted during and after the abduction and, therefore, how the offender would have reacted to her in the particular situation in which they found themselves. From this, I concluded that the murder had not been a
planned
outcome, but was a panicked reaction due to the surprise (based on the attacker’s warped and delusional fantasy system) that the young girl did not welcome him with open arms. This, in turn, led me closer to the personality of the killer, and my profile led the police to focus on a suspect in a rape case from the year before in a nearby larger town. Understanding the victim also helped me construct a strategy for the police to use in interro gating this challenging suspect, who, as I predicted he would, had already passed a lie-detector test. I will discuss this fascinating and heartbreaking case in detail later on. But for now, suffice it to say that the individual ended up confess ing both to the murder and the earlier rape. He was convicted and sentenced and, as of this writing, is on Georgia’s death row.
    When we teach the elements of criminal-personality profiling and