Böhmer Amok at Schools

Prevention, Intervention and Aftercare in School Shootings
1. Auflage 2023
ISBN: 978-3-658-38859-1
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 258 Seiten, eBook

School shootings - colloquially referred to as school rampages - represent a rare but serious form of targeted violence in schools. This book first presents the causes discussed in current scientific research. In addition to perpetrator characteristics, emphasis is placed on the private and school environment, the influence of mass media, accessibility to weapons, and the consumption of violent media. Secondly, primary and secondary preventive measures are presented, such as profiling, threat assessments and the phenomenon of leaking. And thirdly, the focus is on aftercare in school shootings, the aim of which is to cope with experienced psychotraumatic stress. Emergency psychological acute aids, short-term to medium-term, trauma-focused, as well as longer-term intervention measures for children, adolescents and adults are explained in more detail. Practical excursions on prevention as well as aftercare complement the corresponding chapters.


Dr. Matthias Böhmer, graduate psychologist, scientific activities at several universities, since 2008 at the University of Luxembourg, research in the field of empirical educational research as well as on REVT.

Zielgruppe

Professional/practitioner

Autoren/Hrsg.

Böhmer, Matthias

Inhaltsverzeichnis

1;Foreword;5
2;Preface;6
3;Contents;8
4;Contributors;9
5;1: Definition and Typology;10
5.1;1.1 Introduction;11
5.2;1.2 Distinction from Rampages;13
5.3;1.3 Distinction from Terrorist Attacks;15
5.4;1.4 Distinction from Extended Suicide;16
5.5;References;18
6;2: Selected School Shootings Worldwide;20
6.1;2.1 Columbine;22
6.1.1;2.1.1 How Did the Crime Unfold?;22
6.1.2;2.1.2 What Is Known About the Perpetrators?;23
6.1.3;2.1.3 What Is Known About the Motives for the Crime?;23
6.1.4;2.1.4 Were There Any Signs of Leaking?;24
6.1.5;2.1.5 What Have Been the Consequences of the Crime?;24
6.2;2.2 Erfurt;24
6.2.1;2.2.1 How Did the Crime Unfold?;25
6.2.2;2.2.2 What Is Known About the Perpetrator?;25
6.2.3;2.2.3 Were There Any Signs of Leaking?;26
6.2.4;2.2.4 What Is Known About the Motives for the Crime?;26
6.2.5;2.2.5 What Have Been the Consequences of the Crime?;26
6.3;2.3 Winnenden;27
6.3.1;2.3.1 How Did the Crime Unfold?;27
6.3.2;2.3.2 What Is Known About the Perpetrator?;27
6.3.3;2.3.3 Were There Any Signs of Leaking?;28
6.3.4;2.3.4 What Is Known About the Motives for the Crime?;28
6.3.5;2.3.5 What Have Been the Consequences of the Crime?;29
6.4;2.4 Emsdetten;29
6.4.1;2.4.1 How Did the Crime Unfold?;29
6.4.2;2.4.2 What Is Known About the Perpetrator?;30
6.4.3;2.4.3 Were There Any Signs of Leaking?;30
6.4.4;2.4.4 What Is Known About the Motives for the Crime?;31
6.4.5;2.4.5 What Have Been the Consequences of the Crime?;31
6.5;2.5 Jokela;31
6.5.1;2.5.1 How Did the Crime Unfold?;31
6.5.2;2.5.2 What Is Known About the Perpetrator?;32
6.5.3;2.5.3 Were There Any Signs of Leaking?;32
6.5.4;2.5.4 What Is Known About the Motives for the Crime?;32
6.5.5;2.5.5 What Have Been the Consequences of the Crime?;33
6.6;2.6 Prevalence Rate;33
6.7;References;33
7;3: Causes;36
7.1;3.1 Perpetrators;38
7.1.1;3.1.1 Spree Killers: The Question of Who;38
7.1.2;3.1.2 Research and Science on the “Rampage” Phenomenon;39
7.1.2.1;Difficulties and Challenges in Research;39
7.1.3;3.1.3 Outline of Research;40
7.1.4;3.1.4 Examination of Characteristics;41
7.1.4.1;Physiological Characteristics;41
7.1.4.2;Personality Traits;41
7.1.4.2.1;Fascination with Violence;41
7.1.4.2.2;The Spree Killer as a Loner;42
7.1.4.2.3;Systematic Loss of Control;42
7.1.4.3;Clinical Features;43
7.1.4.3.1;Narcissism and Disorders of Self-Esteem;43
7.1.4.3.2;Depressive Disorders;44
7.1.4.4;Social Characteristics;45
7.1.4.4.1;School;46
7.1.4.4.2;Spree Killers as Victims of Bullying and Social Rejection;46
7.1.4.5;Family Characteristics;47
7.1.5;3.1.5 Types of Offenders: An Attempt at Categorisation;48
7.1.5.1;Psychopathic Offenders;48
7.1.5.2;Psychotic Offenders;49
7.1.5.3;Traumatised Offenders;49
7.1.6;3.1.6 Spree Killers and Their Personalities: Conclusion;49
7.2;3.2 Living Environment;51
7.2.1;3.2.1 Introduction;51
7.2.2;3.2.2 Factors of the Living Environment;51
7.2.2.1;Family;51
7.2.2.2;Peers;53
7.2.2.3;Societal and Other Social Factors;55
7.2.3;3.2.3 Theories of Control;56
7.2.3.1;Social Control Theory;56
7.2.3.2;Control Balance Theory;59
7.3;3.3 School: More Than a Crime Scene for School Shootings?;61
7.3.1;3.3.1 Introduction;61
7.3.2;3.3.2 School and Violence;62
7.3.2.1;Tradition of Research on Violence in Schools;62
7.3.2.1.1;Socio-Economic and Structural Factors Influencing the Institution of Schooling;62
7.3.2.2;School Systems and School Organisation;63
7.3.3;3.3.3 School Climate and Culture;64
7.3.3.1;Denial of Danger and Communication Problems;64
7.3.3.2;Hierarchies;66
7.3.3.3;Zero Tolerance Policy;66
7.3.4;3.3.4 Emotional Attachment of Pupils to the School;67
7.3.5;3.3.5 Offences, Bullying and Violence;67
7.3.6;3.3.6 Loss of Control;68
7.3.6.1;Loss of Control at the Organizational Level;68
7.3.6.2;Loss of Control at the Individual Level;68
7.3.7;3.3.7 School as a Source of Social Recognition;69
7.3.8;3.3.8 Special Warning Signals;69
7.3.9;3.3.9 Conclusion: Resilience and Democracy in Action;69
7.4;3.4 Influence and Consequences of the Mass Media;70
7.4.1;3.4.1 Characteristics of Communication;70
7.4.2;3.4.2 Media Framing;71
7.4.2.1;Influence of the Media on the Individual and Society;72
7.4.2.2;Framing in a Cultural Context;72
7.4.2.3;Framing in the Context of Proximity and Distance;74
7.4.3;3.4.3 Imitation;74
7.4.3.1;The Copycat Phenomenon;75
7.4.3.2;Use of the Media for Self-Presentation;76
7.4.3.3;Media at the Centre of Criticism;77
7.4.3.3.1;Frequent and Detailed Reporting;77
7.4.3.3.2;High-Profile Offenders;78
7.5;3.5 Accessibility to Weapons;79
7.5.1;3.5.1 Introduction;79
7.5.2;3.5.2 Definitions and Typology;80
7.5.2.1;What Is a Weapon?;80
7.5.2.2;Prohibited Weapons;81
7.5.3;3.5.3 Weapons Legislation in Germany and the USA;83
7.5.3.1;Weapons Law in Germany;83
7.5.3.1.1;Requirements for the Acquisition of Weapons and Ammunition;84
7.5.3.1.2;Types of Weapons Ownership Cards;84
7.5.3.1.3;The Weapons Licence;85
7.5.3.2;Gun Laws in the United States;86
7.5.3.2.1;Important Data;86
7.5.3.2.2;The State Laws;87
7.5.4;3.5.4 Possession of Weapons in Schools;88
7.5.4.1;General Possession of Weapons in Schools;88
7.5.4.2;Gender and Weapon Possession;89
7.5.4.3;Use of Weapons at School;90
7.5.4.4;Characteristics of Student Who Possess Weapons;91
7.5.4.5;View of the School Principals;91
7.6;3.6 Consumption of Media Containing Violence;93
7.6.1;3.6.1 Definition of Violent Media;93
7.6.1.1;Concept of Violence;93
7.6.1.2;Content Analysis of Violence in the Media;94
7.6.1.3;Content Analysis of Violence in Computer Games;95
7.6.2;3.6.2 Use of Media Containing Violence;97
7.6.2.1;Prevalence;97
7.6.2.2;Motives for the Use of Media Content Containing Violence;98
7.6.2.2.1;Recipient Properties;99
7.6.2.3;Theoretical Approaches to the Attractiveness of Media Content Containing Violence;100
7.6.3;3.6.3 Media Impact;102
7.6.3.1;Theses on Media Effects;102
7.6.4;3.6.4 Conclusion;105
7.7;References;106
7.7.1;References on Section 3.1;106
7.7.2;References on Section 3.2;108
7.7.3;References on Section 3.3;109
7.7.4;References on Section 3.4;110
7.7.5;References on Section 3.5;111
7.7.6;References on Section 3.6;112
8;4: Characteristics of the Crime (Motives, Sequence of Events);115
8.1;4.1 Introduction;116
8.2;4.2 Characteristics of the Offence;117
8.2.1;4.2.1 Planning of the Crime;117
8.2.2;4.2.2 Leaking;117
8.2.3;4.2.3 Time of the Crime;118
8.2.4;4.2.4 Weapon(s);119
8.2.5;4.2.5 Victims of the Crime;120
8.2.6;4.2.6 Outcome of the Offence;121
8.3;4.3 Triggers and Motives for the Crime;122
8.3.1;4.3.1 Triggers of the Crime;122
8.3.2;4.3.2 Motives for the Crime;124
8.4;4.4 Sequence of Events;126
8.5;4.5 Conclusions;128
8.6;References;130
9;5: Preventive Measures;134
9.1;5.1 Primary Prevention Approaches;135
9.1.1;5.1.1 Primary Prevention of Rampages in Schools;136
9.1.1.1;Ways of Preventing Serious Targeted Violence Among Pupils;137
9.1.1.2;Prevention Approaches for Teachers;142
9.1.1.3;School-Wide Prevention Measures;147
9.1.1.4;School-Wide Harm Reduction Prevention Measures;149
9.1.2;5.1.2 Prevention Measures in the Non-school Context;150
9.1.2.1;Promote a Conflict-Free Family Environment and Healthy Child Development;152
9.1.2.2;Promoting Early Childhood Education;152
9.1.2.3;Connecting Young People to Protective Institutions and Adults Who Act as Role Models;153
9.1.2.4;Protective Physical and Social Environment for Young People;153
9.1.3;5.1.3 Weapons Legislation;154
9.1.4;5.1.4 Outlook;155
9.2;5.2 Secondary Preventive Measures;156
9.2.1;5.2.1 Profiling Approaches and Checklists;158
9.2.2;5.2.2 Threat Assessment;159
9.2.2.1;The Practical Application of Threat Assessment in Specific Programmes in Germany;161
9.2.3;5.2.3 Evaluation of Leaking;163
9.2.3.1;Copycats;164
9.2.4;5.2.4 Conclusion;167
9.3;5.3 KomPass Plus: An Innovative Approach to Crisis Prevention at School;168
9.3.1;5.3.1 Introduction;168
9.3.2;5.3.2 KomPass Plus;170
9.3.3;5.3.3 Special Features;171
9.3.4;5.3.4 Evaluation;175
9.3.5;5.3.5 Results on Effectiveness;177
9.3.5.1;Level Response;178
9.3.5.2;Learning Level;180
9.3.5.3;Behaviour Level;181
9.3.5.4;Level Results;183
9.3.6;5.3.6 Discussion;184
9.4;References;186
9.4.1;References on Section 5.1;186
9.4.2;References on Section 5.2;188
9.4.3;References on Section 5.3;189
10;6: Interventions;191
10.1;6.1 Intervention After the Start of the Offence;193
10.1.1;6.1.1 Police;194
10.1.2;6.1.2 Fire Brigade and Doctors;196
10.1.3;6.1.3 School Community;196
10.1.4;6.1.4 Media;199
10.2;References;201
11;7: Aftercare;202
11.1;7.1 Psychological Consequences for Survivors;204
11.2;7.2 Introduction to Aftercare Programmes;207
11.2.1;7.2.1 Core Elements of the Aftercare Programmes;207
11.2.1.1;The Phase Progression of the Aftercare;207
11.2.1.2;Five Evidence-Based Principles for Short-Term and Medium-Term Interventions;207
11.2.2;7.2.2 Requirements for the Design of Aftercare Programmes;211
11.3;7.3 On the Day of the School Shooting;212
11.3.1;7.3.1 Emergency Psychological Interventions;212
11.3.2;7.3.2 Establishment of a Hotline;214
11.3.3;7.3.3 Dealing with Media;215
11.3.4;7.3.4 Needs Analysis;215
11.4;7.4 The First Days After the School Shooting;216
11.4.1;7.4.1 Organisation of Information Sessions for Teachers and Parents;216
11.4.2;7.4.2 Leave of Absence from School;217
11.4.3;7.4.3 Letter to Parents;217
11.4.4;7.4.4 Safe Haven: Creating a Safe Place of Retreat;217
11.4.5;7.4.5 Rituals and Group Discussions at School;218
11.5;7.5 The First Weeks and Months After the School Shooting;220
11.5.1;7.5.1 Diagnostic Criteria of Post-traumatic Stress Disorder (PTSD) According to DSM-5;220
11.5.2;7.5.2 Screening Procedure;221
11.5.3;7.5.3 Clinical Psychological Trauma Therapy Work with Adults;222
11.5.4;7.5.4 Trauma-Focused Cognitive Behavioural Therapy (TF-CBT) for Children and Adolescents;224
11.5.5;7.5.5 Pharmacotherapy During Trauma Therapy;224
11.6;7.6 Longer-Term Intervention Possibilities;226
11.6.1;7.6.1 Comm on Rituals;226
11.7;7.7 Lessons Learned and Consequences;227
11.8;References;228
12;8: Trauma Therapy for Acutely Traumatised Patients in the Context of an Outpatient Trauma Department;233
12.1;8.1 Initial Situation and Historical Development;235
12.2;8.2 Indications, Allocation and Payers;236
12.2.1;8.2.1 Psychological Traumatisation in Victims and Witnesses of Violence (OEG);236
12.2.2;8.2.2 Psychological Trauma After Accidents at Work and on the Way to Work (DGUV);237
12.2.3;8.2.3 Psychological Traumatisation Following Other Stressful Events;237
12.2.4;8.2.4 Contraindications and Exclusion Criteria;238
12.3;8.3 Offers of the Saarland Outpatient Trauma Department;239
12.3.1;8.3.1 Outpatient Trauma Department (OEG);241
12.3.2;8.3.2 Outpatient Trauma Department (DGUV);242
12.3.3;8.3.3 Outpatient Trauma Department for Other Cases of Psychological Traumatisation;243
12.4;8.4 Evaluation;245
12.4.1;8.4.1 Outpatient Trauma Department (OEG);245
12.4.2;8.4.2 Outpatient Trauma Department (DGUV);247
12.4.3;8.4.3 Treatment Results of the Total Sample (OEG and DGUV);249
12.5;8.5 Implications for Treatment;252
12.6;8.6 Summary and Outlook;254
12.7;References;256

1. definition and typology.- 2. selected school shootings worldwide.- 3. causes.- 4. characteristics of the crime (motives, process).- 5. preventive measures.- 6. interventions.- 7. aftercare 8. trauma therapy for acutely traumatised persons in the context of a trauma outpatient clinic.

Über Autor(innen)

Dr. Matthias Böhmer, graduate psychologist, scientific activities at several universities, since 2008 at the University of Luxembourg, research in the field of empirical educational research as well as on REVT.