FBI Law Enforcement Bulletin

36 Pages·2011·1.91 MB·English

May 2011
Addressing
School
Violence
May 2011
Volume 80
Number 5
United States
Department of Justice
Federal Bureau of Investigation
Washington, DC 20535-0001
Robert S. Mueller III
Director
Features
Contributors’ opinions and statements
should not be considered an
endorsement by the FBI for any policy,
program, or service.
The attorney general has determined Addressing School Violence Investigators can make accurate
that the publication of this periodical By Brandi Booth, 1 threat assessments in school
is necessary in the transaction of the
public business required by law. Use Vincent B. Van Hasselt, settings by recognizing the
of funds for printing this periodical has warning signs.
been approved by the director of the and Gregory M. Vecchi
Office of Management and Budget.
The FBI Law Enforcement Bulletin
m(oISnSthNly- 0b0y1 t4h-e5 6F8e8d)e irsa pl Bubulrieshaeud o f Police Corruption 11 Policing requires perfection and
Investigation, 935 Pennsylvania By Rich Martin unyielding ethics and ultimately depends
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Addressing School Violence
By BRANDI BOOTH, Ph.D., VINCENT B. VAN HASSELT, Ph.D.,
and GREGORY M. VECCHI, Ph.D.
I
ncidents, such as the recent ones at Columbine,
Virginia Tech, and Northern Illinois University,
produce horrifying, enduring images. Members
of the mass media publicize and inadvertently glo-
rify these events to capture the attention of viewers
and readers. Unfortunately, many of the portrayals
have led to faulty assumptions and stereotypes of the
school violence perpetrator.
May 2011 / 1
Further, researchers have de- to 2008.2 However, simple and and drug/narcotic violations)
voted much attention to generat- aggravated assaults, as well as to offenses against persons
ing a working profile of these drug/narcotic and weapon viola- (e.g., assault, manslaughter,
offenders and describing many tions, increased between 2000 and murder).
typical characteristics. and 2004.3 Bullying remains
However, it is important one of the largest problems in WARNING SIGNS
to caution against the use of a schools, with the percentage Many factors can contribute
profile because many apparent of students reportedly bullied to the development of a violent
warning signs may be irrelevant at least once per week steadily school offender. These include
and restrictive and even could increasing since 1999.4 Accord- family, school, and social dy-
unfairly categorize a student ing to the FBI’s Uniform Crime namics, as well as the personal-
who may not pose danger.1 Reporting Program, school of- ity of the child.6
Therefore, an awareness of the fenders typically are Caucasian
potential warning signs empiri- males between the ages of 13 Family Dynamics
cally based in making accurate and 18. However, the number of Family dynamics include
threat assessments in the school girls involved in school crime the thinking, traditions, beliefs,
setting proves critical. has increased from over 12,000 and behavior patterns within
incidents in 2000 to approxi- the home. These play a vital
CURRENT STATISTICS mately 25,000 occurrences in role in the social development
Homicides in schools have 2005.5 This included crimes of a young child. It is important
decreased since 1994 despite ranging from those against to question how these dynam-
periods of copycat shootings property and society (e.g., ics affect and are perceived by
during the late 1990s and 2007 criminal mischief, burglary, the student.7 For example, an
Dr. Booth is a clinical psychology Dr. Van Hasselt is a professor of Dr. Vecchi heads the FBI’s
fellow with the Warrior Resiliency psychology at Nova Southeastern Behavioral Science Unit at
Program at Brooke Army Medical University in Davie, Florida, and an the FBI Academy.
Center in Fort Sam Houston, officer with the Plantation Police
Texas. Department.
2 / FBI Law Enforcement Bulletin
abusive marriage or a particu- Four Main Areas of Examination
larly hostile divorce can have
damaging effects on children.
1) Family Dynamics: Family’s thinking, traditions,
An adolescent who lives in a
beliefs, and patterns of behavior
chaotic and neglectful home
2) School Dynamics: Schools’s customs, beliefs,
environment may develop poor
and behavioral patterns (e.g., bullying, treatment
coping and social skills and
of students, some individuals receiving more/less
behavior problems primarily
attention, school activities)
due to exposure to violence
and inadequate parenting.8 3) Social Dynamics: Student’s beliefs and attitudes
Not surprisingly, research has toward drugs, friends, weapons, entertainment,
shown that in terms of the and other activities (e.g., violent video games)
child’s long-term social and
4) Characteristics/Personality: Leakage, depression,
emotional development, hav-
verbal expressions, bizarre actions, thoughts/ob-
ing one nurturing, attentive,
sessions, and physical behaviors
and caring parent is better than
two in a relationship character-
ized by discord or abuse.9
Although negative family
dynamics play a role in the Several of the larger, more which receive attention from
development of violent tenden- publicized school shootings authorities.12 Bullying is a major
cies, many high-profile cases took place in middle-class factor and has a strong impact
of school violence seem to neighborhoods. People have on a child or adolescent. In a
have involved children from raised many questions as to why study of 15 school shootings be-
a positive home environment. these homicides occur in such tween 1995 and 2001, rejection
For instance, Kip Kinkel, an areas. Experts have suggested (e.g., bullying, ostracism, and
individual who murdered both that overly permissive or unin- romantic rejection) contributed
of his parents before killing volved parents of these children to the violent behavior.13 Peer
two students and wounding bear some responsibility.10 victimization and poor quality
25 others in Oregon, appeared of interpersonal and romantic
School Dynamics
to come from an ideal family relationships can contribute to
(two parents, upper-middle- School dynamics are the student depression.14 Once these
class home, successful older customs, beliefs, and patterns of individuals feel rejected, they
sibling). However, a closer behavior that comprise the cam- may begin to identify with oth-
examination revealed a highly pus culture.11 A student’s role ers who feel socially shunned
critical father and a child who in these dynamics offers insight or who belong to a deviant peer
perceived himself as inad- into the individual’s behavior group. This may contribute to
equate, was physically awk- and self-perception. Knowing a the proliferation and acceptance
ward, and had a fascination school’s dynamics sheds light of violence.15
with guns and bombs. In fact, on what students value, which Cyber bullying also is on
to support Kip’s interest, his adolescents more likely will the rise, with students engaging
father bought him firearms. gain approval or be bullied, and in verbally aggressive behavior
May 2011 / 3
Personality Characteristics and Behaviors games.19 Although the level of
their influence is controver-
sial, violent video games can
• Leakage: boasts, predictions, and subtle threats;
have a detrimental impact on
stories, essays, poems, and pictures; violent fanta-
vulnerable adolescents and
sies; and interest in violent video games, movies,
even college-age students. For
and books
example, one study found that
• Depression, anger, impulsive and uncontrollable girls often will become more
behavior verbally aggressive after expo-
• Poor coping skills sure to violent video games.20
While this does not mean that
• Low frustration tolerance
playing such games leads to
• Grudges, lack of resiliency homicidal acts, doing so can
• “Us against them” mentality, narcissism serve as a facilitator for impres-
sionable adolescents who may
• Boastfulness about weapons, abusive language
not see any other outlet for their
• Suicidal ideation, wishes of death, desire to
psychological pain.
kill others
Personality Characteristics
• Delusions, hallucinations, bizarre thoughts
The personality of the stu-
• History of physical assault
dent proves critical in assessing
• Perpetrator or victim of bullying
the potential for violence. Cer-
• Substance abuse tain traits of a child or adoles-
cent raise concern. In particular,
• Rebellion against authority
individuals who eventually
• Isolated, withdrawn
commit school homicides ex-
• Fatigue hibit behavior “leakage.”21 This
refers to a student’s intentional
or unintentional disclosure of
thoughts, fantasies, feelings,
and possible intentions. Ex-
on social networking sites, such Social Dynamics amples include boasts, predic-
as MySpace and Facebook, and Social dynamics of the tions, subtle threats, stories,
instant-messenger services.16 community provide informa- essays, poems, and drawings.
Adolescents are extremely tion on a child’s preferred Leakage also can take the form
sensitive to rejection and the lifestyle. They also influence of a fascination with violence
opinions of peers, both of which attitudes and beliefs toward and violent entertainment (e.g.,
can serve as catalysts for re- drugs, friends, weapons, and video games and movies). It
venge. Any bullying should entertainment.18 The diaries appears that nearly 50 percent
be seriously assessed as it can of the Columbine shooters, of school homicide perpetrators
be indicative of more serious Dylan Klebold and Eric Har- exhibit some type of warning
problems, such as fighting and ris, suggest addictive behavior sign, including leaving notes or
weapon carrying.17 with first-person-shooter video making a verbal threat.22
4 / FBI Law Enforcement Bulletin
A student also may show planned event.26 This is because individuals’ verbalizations),
signs of depression, often mani- the shooter may make direct may indicate a serious mental
fested in adolescents by anger threats, brag about bringing health condition, especially
and irritability. Additionally, weapons to school, use abusive because schizophrenia and other
the individual could display language, or verbalize a wish to major psychiatric disorders have
low frustration tolerance, poor kill others and even to be killed. their initial onset in the late
coping skills, and a lack of re- teens and early 20s. Thoughts of
Cognitions
siliency when faced with stress- suicide or dying in the process
ful situations or conflicts (e.g., The student may exhibit of their planned actions often
end of a romantic relationship). bizarre thoughts, such as delu- accompany violent adolescents.
This becomes compounded by sions, hallucinations, paranoia,
bullying at school or hostility at or other disrupted mental pro- Behaviors
home. Consequently, the student cesses. Further, the individual Behavioral and physical
may blame others, demonstrate warning signs indicative of a
a lack of empathy, and exhibit “ violent student include a prior
an exaggerated sense of entitle- history of physical assault, be-
ment. An “us against them” ing both a bully and a victim
mentality reflects the latter. The of bullying, and possession of
...many high-profile
individual even may criticize weapons and violent literature.
cases of school
previous school shooters for The individual also may have a
violence seem to
their failures (e.g., not getting a history of substance use, rebel-
have involved children
high enough body count).23 liousness against authority, and
from a positive home socially isolated and withdrawn
Intrapersonal Variables environment. behavior.27 The latter may point
An examination of intraper- to depression, often manifested
sonal variables includes verbal ” as irritability and anger in chil-
communication, thoughts, and dren and youths.
behaviors.24 These tend to be
EFFECTIVE MEASURES
more salient, easier to observe,
and often deemed leakage prior may write with profanity and
to more offensive and violent abusive language, which tends Threat Assessment
behavior. to be extreme and contextually Threat assessment in the
inappropriate; this suggests a campus setting involves law
Verbal Communication deteriorating mental capacity enforcement and school of-
Verbal warning signs in- and a deficiency of emotional ficials working collaboratively
clude a student’s oral and control. to determine risk.28 It consists
written communication.25 A Eric Harris and Seung-Hui of evaluating a threat, reaching
common misconception holds Cho, the Virginia Tech perpetra- a conclusion regarding threat
that violent people just “snap.” tor, serve as good examples of level, and determining an effec-
In fact, in over 75 percent of this behavior. Their disjointed tive response.29 This approach,
school shooting incidents, and violent rants were both developed by the U.S. Secret
students knew beforehand about written and oral. Such bizarre Service, is based on six key
the troubled adolescent and the thoughts (as determined by principles.
May 2011 / 5
1) Violence is not unpre- 5) Multiple sources of infor- consequences of their behavior
dictable or spontaneous; mation (e.g., other students, and identify peer conflicts.33
therefore, information teachers, faculty, and par- The value of SROs further can
about the student, as well ents) should be obtained. be enhanced by their heightened
as the pupil’s behavior, can awareness of warning signs and
6) Conclusions should support
prevent violence. cues relevant in accurate threat
the facts as to whether the
assessment.
2) Information should in- student poses a threat, not
Over the past several years,
clude knowledge about the necessarily whether the in-
police agencies have established
student, environment, spe- dividual made a threat. Also,
a positive working relation-
cific situation, and target assessments should include
ship with school districts and
of the violence. considerations of whether
students through SRO and
the subject has the means
3) All information should be Drug Abuse Resistance Educa-
and intent to carry it out.30
verifiable and reliable. tion (DARE) programs. Law
4) Authorities should leave Prevention Programs enforcement officers can con-
tribute to violence prevention in
out assumptions or subjec- School resource officer
several ways. First, they must
tive impressions about the (SRO) programs serve an
have an ongoing collaboration
student’s personality or integral role in threat assess-
with teachers and administra-
other characteristics and ment.31 In times of crisis, having
tors. Second, they must be
instead base evaluations an SRO based in the school
capable of conducting their own
on facts and observable be- decreases response time and in-
assessments of bullying and re-
haviors. The warning signs creases student and staff percep-
lated problems in their schools.
should be used more as tions of safety.32 The SRO also
Third, law enforcement person-
guidelines than absolutes. can educate students about the
nel in schools should become
well acquainted with students
© Thinkstock.com and staff and make themselves
accessible for reporting of
information; an anonymous
reporting system is advisable
to encourage students to come
forward with important tips.34
The National School Safety
Center has offered suggestions
for decreasing campus violence
and strengthening the relation-
ship between law enforcement
and school districts. For ex-
ample, an understanding and
written agreement should exist
about how the school and police
agency will work together to
promote violence prevention
6 / FBI Law Enforcement Bulletin
CASE EXAMPLE
The case of Kip Kinkel demonstrates a family He received psychiatric treatment until ap-
life that appeared pleasant and nurturing.35 How- proximately July 1997 and maintained his an-
ever, other warning signs indicate a bullied and tidepressant regimen. During that time, without
troubled child who had difficulties in academics, his parents knowledge, he bought his first sawed-
feelings of alienation, arrest and psychiatric histo- off shotgun from a friend. However, his father
ries, and suicidal tendencies. bought him a 9-millimeter Glock and, later, a
Kip Kinkel was born in 1982. His parents both .22-caliber semiautomatic rifle. It is speculated
taught Spanish, his father at a community college that his parents were concerned about his inter-
and his mother at a local high school. Kip’s older est, but wanted to educate him about gun safety.
sister by approximately 6 years excelled in both In an interview, Kip’s sister indicated that his
academics and athletics. parents had tried everything to help him. He ex-
His family moved to Spain for 1 year when Kip pressed to his family his interest in how bombs
was 6 years old. He attended a non-English speak- and guns work, as well as his desire to enter law
ing school and had difficulty adapting; however, enforcement after college. In fact, Kip’s sister
his sister performed well. During his schooling noted that violence did not occur in the family;
in Spain, Kip frequently faced bullying and felt rather, she perceived a positive family environ-
alienated. When the family returned to the United ment. However, Kip’s feelings of inadequacy
States, Kip’s teachers noticed that he was devel- were apparent.
opmentally immature and behind in school. As a Later that fall, Kip’s psychiatrist discontin-
result, he repeated first grade. In fourth grade, he ued his antidepressant medication. During this
was diagnosed with dyslexia. time, Kip made a speech in class about how to
Kip showed an interest in explosives and make a bomb. Throughout the school year of
firearms in the seventh grade, when he purchased 1997 to 1998, several school shootings occurred
books on how to build a bomb. In eighth grade, in the nation, including those in Pearl, Missis-
he was arrested for shoplifting and suspended for sippi; West Paducah, Kentucky; and Jonesboro,
kicking another student. As a result, he was referred Arkansas. In May 1998, Kip, at age 15, arranged
for a psychological evaluation, diagnosed with de- to buy a .32-caliber pistol from a friend. When
pression, and placed on antidepressant medication. the friend’s father reported it missing, Kip was
During his court-ordered psychiatric treatment, expelled for bringing it to school. His father
authorities considered Kip to have early onset picked him up from the police station; reports
schizophrenia, but he initially denied any thought indicated that Kip was upset for disappointing
disorder (e.g., hallucinations, delusions). In fact, his parents. In her interview, his sister stated that
months before the shooting, his sister reported a disappointing their parents was the biggest of-
pleasant family vacation. However, in 1998, he fense in the family. That afternoon and early eve-
exploded in an English class, screaming, “Damn ning, Kip killed both of his parents. The next day,
these voices in my head.” He stated that in sixth he dressed in a trench coat, carried three guns,
grade he began hearing them tell him that he was and taped a hunting knife to his leg. He shot 27
not worth anything. Kip also was noted to have students; 2 died, and 25 were injured. Some stu-
strange delusions, including ideas that the Chinese dents tackled him and held him down until police
planned to invade America, Disney would take arrived. Once in police custody, he charged an
over the world, and that microchips were planted in officer with the knife and shouted that he wanted
his head. He also made several morbid and cryptic to be killed. In his confession, Kip exclaimed that
drawings, including one that stated, “Killers start he was hearing voices and once again shouted,
sad and crazy.” “Damn these voices in my head.”
May 2011 / 7
and respond to crises. An Of- a threat assessment team (TAT) convene to discuss the results
ficer Friendly program can be will form and activate upon of the interview, determine
established whereby SROs pro- determination of a threat. If whether a threat is imminent
vide instruction on a variety of the threat has been assessed and formulate a response plan
topics, such as drug abuse, ju- as real and imminent, steps in if necessary.38 Mental health
venile justice, and child safety. formulating a response must officials should be consulted in
Students can be encouraged to be outlined. Each school must cases when hospitalization due
go on ride-alongs with officers, have an established policy of to a possible psychiatric disor-
and a Big Brother/Big Sister contingency management that der (e.g., depression, suicide,
program also can be imple- includes detention, suspension, psychosis) is required.39
mented, pairing students with and expulsion.
CONCLUSION
law enforcement personnel. The
“
Police Athletic League histori- Despite the decline in the
cally has had success in forg- rates of homicides committed
ing such relationships as well. by adolescents over the past
Threat assessment
These strategies will increase decade, the potential for violent
in the campus
the cohesiveness between police behavior among students re-
officers and students and facili- setting involves mains. However, school and law
tate communication and infor- law enforcement and enforcement officials can work
mation flow between the two.36 school officials together to reduce the threat of
The International Association working collaboratively such violence.
of Campus Law Enforcement to determine risk. Understanding the warning
Administrators and the National signs—including family, school,
”
Association of School Safety and social dynamics, as well
and Law Enforcement Officers as personality characteristics—
provide information on how of- proves important for threat
ficers should become involved Authorities should make assessment. An analysis of a
and respond to threats and parents aware of initiatives to student’s verbal communica-
crises and collaborate with local prevent violence and the inter- tions, cognitions, and overt
school districts. vention plan upon identifying behaviors should be part of the
a threat. Officials also must threat assessment strategy. A
School Safety Plan notify parents when someone positive and collaborative rela-
Each school should have a has been threatened, keeping tionship between law enforce-
safety plan. Law enforcement in mind privacy and defama- ment personnel and students
must have an active role in the tion-of-character laws.37 Also, can increase information flow
plan’s development and imple- search-and-seizure laws must and enhance the accuracy and
mentation. The plan should be considered when assessing effectiveness of threat assess-
outline prevention programs, a threat. Authorities should con- ments. Also essential are close
including the SRO’s role within duct interviews with the indi- working relationships between
the school community, and vidual who made the threat, as law enforcement personnel and
bullying prevention programs. well as any witnesses and po- school administrators, teachers,
Further, it should indicate that tential targets. The TAT should and parents.
8 / FBI Law Enforcement Bulletin