School Violence/Crisis: Lessons From The Front Lines Scott Poland, Ed.D. Nova Southeastern University National Emergency

1. School Violence/Crisis: Lessons From The Front LinesScott Poland, Ed.D.Nova Southeastern UniversityNational Emergency Assistance Teamspoland@nova.edu

2. Parents Of U.S. School Violence Victims Call For • More religion • Reduce gun access to children • Better parenting and supervision • Improved mental health services • Reduced violence in media

3. My Most Recent Congressional Testimony • Strengthening School Safety and Prevention of Bullying • House Education and Labor Joint Subcommittee on July 8, 2009 • Witnesses • Politics/Issues • Focus of my testimony

4. NASP and AERA Congressional Testimony 4/20/10 • Serious school violence in U.S has declined • Low level aggression and bullying remain high • Difficult to get good data on the problem • Not a single problem with simple solution • Need to focus on order and engagement in schools and emotional well being

5. FACTS: Probability of death every year for U.S youth age 5 to 19 • Any cause: 1 in 3000 • Traffic accident: 1 in 8,000 • Homicide away from school: 1 in 21,000 • Suicide away from school: 1 in 28,000 • Homicide at school: 1 in 1,700,000 • Source Scientific American

6. More Data: School Violent DeathsSource www.schoolsecurity.org • 05-06 school year 27 deaths • 06-07 school year 32 deaths • 07-08 school year 16 deaths • 08-09 school year 12 deaths

7. Non Criminal Incidents • Bill Modzeleski the Director of Safe Schools for U.S. Department of Education cited 11 million incidents annually in schools of bullying or harassment

8. Violence Key Points • Increase in violent incidents intended to kill 2 or more people • Warning signs in violent fantasies and distorted sense of what is just • Signs of trouble include aggression, interest in obtaining guns, collecting posters of school shooters and being a social loner

9. Columbine

10. Columbine Five Years Later Principal says we will never be the same School closes on 4/20 every year Enrollment declined and 80 % staff turnover Remodeling and cosmetic changes Litany of more losses Status of law suits PTA problems

11. Changes in Schools Post Columbine Improved crisis planning Better communication between police and schools Improved assessment of threats US Secret Service Study of school violence More police in schools

12. Columbine by Dave Cullen 2009 Hatchette Book Group • Based on 10 years of research and countless interviews • Dispels many myths: not trench coat mafia and result of anger at jocks and popular students • Media got it wrong, misinformation and mythology • She did not say yes to belief in God

13. Cullen Continued • Eric Harris was a psychopath, “You know what I hate? Mankind!!! Kill Everything” • Dylan Klebold was depressed, suicidal and easily led • Killings were random and target was entire school • Columbine best viewed as a failed bombing • Extensive law enforcement cover up

14. Why Kids Kill by Peter LangmanPalgrave Macmillan (2009) • Based on his study of 10 school shooters that killed 74 and wounded 92 • Rampage acts best understood as a result of their personalities and life history • Hypothesized there are three types of shooters

15. Types of Shooters • Psychopathic—narcissistic without a conscience—aspiring to be godlike—paranoid, sadistic with antisocial personality traits • Psychotic—avoidant, schizotypal and dependent personality traits—paranoid delusions, auditory hallucinations—depressed and full of rage

16. Third Type • Traumatized Shooters—suffered emotional and physical abuse at home—were sexually abused—lived with ongoing stress and losses—parents had substance abuse problems--frequent moves—lost parent to separation, jail and death—trauma history resulted in suicidal thoughts

17. Langman Suggestions to Prevent School Shootings • Limit adolescent privacy • Don’t lie to protect your child • Follow through with due process • Pay attention to what the schools says • Eliminate easy access to guns • Take threats seriously

18. More Suggestions • Anyone can stop a school shooting • Recognize rehearsal and planning of attacks • Punishment is not prevention • Physical security alone is not the answer • Utilize threat assessment teams • Good communication and positive culture important at school

19. Secret Service Study of School Violence • Revenge was motive • Events were planned • Few school shootings were resolved by police • Perpetrators talked about their plans • 2/3 perpetrators were victims of bullying • 2/3 perpetrators were suicidal • There is no profile

20. Safe School Initiative • Report on the Prevention of Targeted Violence in Schools • U.S. Secret Service National Threat Assessment Center • Departments of Education and Justice • www.treas.gov/usss

21. Red Lake , MNSchool Shooting • 2 dead in the community • 8 dead at Red Lake High School

22. Family/Trauma History of J. (perpetrator) • Parents separated when young • Lived with mom and her boyfriend • Severely disciplined (locked in closet) • Father died by suicide when J. was 8 (standoff with tribal police) • Mother in car accident suffered brain injury and in nursing home • Moved frequently

23. Recent History • Bullied and harassed at school • Black-garbed loner • Described as “floating alone” • Introvert at school • Outspoken on internet • Posted often on neo-Nazi web-site • Created violent animated story on internet about school shootings and suicide

24. History, cont. • Posted entries against racial mixing • 2003-2004 told other Red Lake students he was going to shoot up school and was questioned and released by police • 2004-2005 • stopped attending school twice due to depression and harassment • Expelled for unspecified reasons • Suicide attempt summer-2004 • Under psychiatrist’s care • Prozac doubled 2/05 • Viewed film “Elephant” frequently in days before shooting

25. "Most people have never had the kind of pain that makes you physically sick, so depressed you can't function and so sad that eating a bullet seems welcoming." Internet Entry- 2005

26. Red Lake Aftermath • Superintendent leave due to emotional reasons • Principal suffers heart attack • Two students died by suicide in next months • Additional suicides on reservation • Three classmates believed directly involved in shooting—36 may have had awareness—1 still in jail • Hardware measures only being questioned as high school had cameras, metal detectors, and security • School officials were not aware of his internet life

27. The Emergency Management Cycle Plan for a rapid, coordinated,effective response Decrease the need for response Restore the learning environment; Monitor and assist the healing Execute the plan

28. Factors in Trauma • Physical proximity • Social proximity • Individual trauma history • 60----20----20---- Rule • Traumatized adolescents at risk for depression, substance abuse and reckless behavior • Most assistance is short term

29. Dimensions of Vulnerability • Geographical Proximity • Population at risk • Psychosocial Proximity

30. Psychosocial Proximity Identification with or similarity to victims Acquaintance Near family or close friend Immediate family

31. Population at Risk Oversensitive Difficult personal or social crisis Significant loss in the past year Recent or similar trauma

32. Geographical Proximity Outside the disaster area Within hearing distance Near the disaster area Direct exposure

33. Circles of Vulnerability Geographical Proximity Population at Risk Psychosocial Proximity

36. Developmental Reactions to Traumatic Stress • Preschoolers • Regressive behaviors • Reenacting traumatic events through play • Sleep disturbances • Anxious attachment • Elementary School Children • Same as preschoolers, plus: • Trouble concentrating • Physical symptoms (e.g., stomach aches, headaches, etc.) • Disruptive behaviors • Withdraw from others **Importance of caretaker/adult reactions**

37. Developmental Reactions to Traumatic Stress • Adolescents • Regression • Anger • Avoid reminders of traumatic event • Loss of hope • Guilt • Withdrawal • Flashbacks • Eating problems • Sleeping problems (e.g., nightmares)

38. Scenario • First night of Christmas vacation and tragically a 9th grade boy has just been pronounced dead at the hospital. He was the victim of a scooter accident witnessed by several friends. Large numbers of his friends have gathered at the hospital and now have been told to leave the premises. What do you thing the school principal should do if anything??

39. Theoretical Orientation • Primary prevention---- activities to prevent crises • Secondary intervention---- short term activities to manage and minimize crisis • Tertiary intervention---- long term assistance for those most affected

40. What are examples of each level in your school? • Primary prevention • Secondary intervention • Tertiary intervention • What are the three leading causes of death for children? • Do you have your students involved in prevention and safety planning?

41. PROTECTIVE FACTORS • Family cohesion and stability • Coping and problem solving skills • Positive self worth and impulse control • Positive connections to school and extracurricular participation • Successful academically

42. PROTECTIVE FACTORS • Good relationships with other youth • Seeks adult help when needed • Lack of access to suicidal means • Access to mental health care • Religiosity • School environment that encourages help seeking and promotes health

43. Administrators Role in a Crisis • Get input from crisis team • Inform central administration • Activate calling tree but if school is in session then what? Notify faculty by memo or PA system • Conduct a faculty meeting asap (examples) • Verify the facts and tell the truth • Be visible and available • Don’t be afraid to show emotion

44. Crisis Intervention Tips for Helping Students Share information in developmentally appropriate ways. No one should be lied to or misled about the circumstances. Recognize all the connections around the school system. Students need to hear sad or tragic news from trusted adults and should be able to ask questions. Turn off TVs and gather students in a circle and talk about the event and their perceptions, safety concerns and sources of help. Help everyone identify previous and current sources of support.

45. Administrator Continued • Contact the family of deceased • Empower staff and students • Accept outside help when needed • Recognize the short and long term impact • Keep everyone updated • Manage the media and protect staff and students

46. Administrator Continued • Set aside other duties and focus on crisis • Help staff understand the crisis becomes the curriculum • Give permission for a range of religious beliefs • Examples of effective and non effective responses • Death notification examples

47. Roles for Support Personnel • Advise the administrator • Give permission for a range of emotions • Help faculty first • Recognize individual crisis history of each person • Follow schedule of deceased

48. Support Role Continued • Most students will get help they need in classroom • Don’t hesitate to call parents • Locate additional help • Keep records of who was seen and concerns • Ensure those most affected receive ongoing services

49. Teachers’ Role • Put desks in a circle and sit down • Provide factual information • Stop rumors • Model expression of emotions • Give permission for a range of emotions and religious beliefs • Know students well and their crisis history and identify students who need counseling help • Provide activities such as writing and drawing especially for younger students

50. Teacher Continued • Provide activities such as ceremonies • Help students communicate to victim’s family • Emphasize no one is to blame • Be familiar with developmental stages of death (Piaget) • Prepare students for funerals