A few questions, areas of consideration, opinions, facts, recommendations, and more to think about as we find ourselves in the new revolution in the streets.

We haven't yet found the answer.  However, it seems to me we have possibly been asking the wrong questions.  We have been targeting the individual ("lone gunman") and ignoring the environment.  We have been centering on science and shunning the arts.  We have been looking at nature and forgetting about nurture.  We have not effectively utilized concepts from anthropology, sociology, social psychology, economics, literature, mythology, ethology, and political science;  rather, we seem to emphasize the punitive, self-righteous, powerful, monetary, and repressive pathways.  We have relied on the "Great Person" to rescue us and have ignored the zeitgeist.  We discount the concepts of evolution and revolution.  We seem to ignore or mistrust our own past, life experiences, and self-insights.  In this article, I'm merely asking a few questions I haven't heard asked (for awhile).  For those who insist on nothing but science, I will remind you of social learning theory, which combines behavioral principles of psychology with social analysis.

Why "boy" with a gun?  Because the majority of violent incidents in the schools involve males.  Therefore, a significant portion of this article asks the question of gender, "why 'boy' with a gun?"

I've heard, "Don, you've become cynical."  That may be true, or I might just hold a strong scientific skepticism, which is the backbone of science.  I've also heard, "Don, you can't change the world."  That may be true, but that doesn't mean the world doesn't need to be changed.  And it certainly doesn't mean we should stop trying... especially as we enter the new revolution in the streets.

'...In one series of experiments, a kind of housing project was created in which there were four interconnected units
reached by a winding staircase.  To reach the end units, the animals had to pass through the center ones, which soon became the focal point for social activity.  When the population grew to about 80 rats -- 48 would have been optimal -- life destroying behaviors began to emerge.

Despite the presence of ample physical resources, such as food and nest building materials, there were frequent vicious fights between the males as well as unprovoked attacks on females and infants.  Some males were extremely aggressive, while others withdrew and became passive.  Hypersexuality, homosexuality, and bisexuality increased tremendously.  Social order broke down completely to the point that such normal activities as nest building and infant care were ignored by the females, cannibalism occurred, and no infant reached maturity,  Deviations in endocrine functioning were common, especially among the animals at the bottom of the social hierarchy.

In another version, living quarters were arranged as 'high-rise apartments' around an open area, again with ample food and nesting materials and freedom from germs, predators, and bad weather.  Breakdown began when all the desirable physical spaces and social roles were filled.  Dominant males started to break down, worn out from defending their territories.  Females chased their young out of the nest early and became more aggressive and dominating.  Young adults stopped struggling for territory of their own.  With neither territory nor a useful role in the community life, they never had a chance to develop the interactive social behaviors needed for the survival of the group.  Instead they took to a pathological 'life on the streets' in the large open central area.  Even breeding ceased in the community.  The last mouse died less than five years after the start of the study."

By now you might be saying, "you can't blame everything on society."  You're right.  You can't blame everything on society, but you can blame a lot on society.  The psychologist examines individual behavior within the context of the environment.  Zimbardo's research reminds us that we simply cannot continue to ignore the environment and culture as we seek answers to this very complex question.

EARLY WARNING SIGNS...
It may be possible in some cases to prevent violence by heeding certain warning signs and obtaining help for troubled individuals.  A U.S. Department of Education report (Dwyer, Osher & Warger, 1998) reiterates the finding that 'most children who become violent toward self or others feel rejected and psychologically victimized.  In most cases, children exhibit aggressive behavior early in life and, if not provided support, will continue a progressive developmental pattern toward severe aggression or violence.'  The authors caution against using checklists to diagnose and stereotype individual children (and others have argued that the development of such lists may be a violation of the student's civil rights).  Early warning signs are useful, however, in referring children who may need help.  Those early warning signs include:

• Social withdrawal.
• Excessive feelings of isolation and being alone.
• Excessive feelings of rejection.
• Victimization.
• Feelings of being picked on and persecuted.
• Low school interest and poor academic performance.
• Expression of violence in writings and drawings of children.
• Uncontrolled anger.
• Patterns of impulsive/chronic hitting, intimidation, bullying.
• History of discipline problems.
• Past history of violent and aggressive behavior.
• Intolerance for differences and prejudicial attitudes.
• Drug and alcohol use.
• Affiliation with gangs.
• Inappropriate access to, possession of, and use of firearms.
• Serious threats of violence.

"Imminent warning signs indicate that a student [may be] very close to behaving in a way that is potentially dangerous to self or others.  Dwyer et al. (1998) explain that these signs are usually presented as a series of overt, serious, hostile behaviors or threats directed at peers, staff, or other individuals.  They are usually evident to more than one staff person as well as the child's family and may include:

• Serious physical fighting with peers or family members.
• Severe destruction of property.
• Severe rage for seemingly minor reasons.
• Detailed threats of lethal violence.
• Possession and/or use of firearms and other weapons.
• Other self-injurous behaviors or threats of suicide.

Here's The Easy Part:

These situations demand immediate intervention by school authorities, law enforcement, child and family services, mental health services, and/or parents, as appropriate.
 

Here's The Hard Part:

This is all nothing of which school psychologists and most modern professional educators are not already aware.  But, what if law enforcement "can't act until a law has already been broken?"  What if appropriate mental health services aren't available?  What if Child Protective Services considers such a referral inappropriate?  What if the parents are unavailable?  What if school authorities can only legally suspend for a few days?  What if expulsion merely sends the student elsewhere, but doesn't solve the problem?

It was the first week of school in my very first job as a school psychologist.  The first grade teacher asked to consult with me regarding a student who was already experiencing some difficulties.  She asked, "What should I do?"  I replied, "Have you asked him how he feels about this?"  She thought for a moment and replied, "I didn't think to do that -- I didn't know boys had feelings."

The principal contacted me and asked me to help with a "difficult student."  i came to the office to help however I could.  I sat there, unable to get a word in edgewise for approximately 45 minutes while she screamed at the fifth grade boy, finally finishing with, "You're going to spend the rest of your life in prison!"  All this because the student had been "noncompliant."

Two counselors took a group of students on a day long field trip to a prison in typical "Scared Straight" fashion.  The group, quite predictably, consisted of approximately 21 boys and 3 girls.  Upon their return, I asked the counselor how the trip went.  She replied, "Well, the boys were interested, asked questions, and took part in the entire experience, but the girls didn't seem to get anything out of it or even care.  I guess that's because boys are natural-born criminals."

I needed a few students to help with a project.  I approached the principal asking if he would recommend some student helpers.  He replied, "You can get just about anybody at all to help, but just make sure they're girls... boys will let you down every time."

Speaking with high-level administrator (superintendent) regarding a team I was coaching, I was explaining to him the emphasis I put on sportsmanship, teamwork, academics, etc.  He replied, "Well, don't waste your time, once boys hit puberty, they turn into a------s."

At a 2001 inservice, when presented with the philosophy of holding high expectations, a teacher said, "this whole expectancy thing is over-rated."

Well, when we grew up and went to school,
There were certain teachers
Who would hurt the children
In any way they could
By pouring their derision upon anything we did,
Exposing every weakness,
However carefully hidden by the kids...

Roger Waters
Pink Floyd, The Wall

In subsequent interviews, Roger Waters has articulated that this song/view was directed at "only a few" [certain] teachers.

Teachers remain on my list of heroes. I admire what you do for students on a minute-by-minute, hour-by-hour, day-by-day, week-by-week, and month-by-month basis.  I see miracles in your classroom daily.  You have a powerful effect on students.  Teaching remains one of the last noble professions and there exists no doubt that teachers are vastly underpaid and under-appreciated.  I thank you for all you do for students, including my own children.  But, please always remember, you do have a powerful effect on students.

In the inevitable television interviews in the aftermath of Columbine, a high school girl, when asked her explanation, replied, "boys can't [aren't allowed to] show feelings -- that's gotta' suck."  True.

it seems to me that kids are either [legally] kids or they're [legally] adults, but they can't be both.  A twelve year-old Florida boy has been sentenced to life in the pen for murder?  Oh, you forgot about
this one already?  It's always been my view that if kids are going to be punished as adults, then they should hold full adult rights, status, and responsibilities.  How can we send a twelve year-old to the pen for life, but he can't drive?  How can we place him on the firing lines, but he can't vote?  Etc.  I've never had anyone agree with me on this point -- what am I missing here, other than the obvious fact that if the legal system can have it both ways, then... they can have it both ways?  Outrageous!

On January 26th, 2001 (in light of the case mentioned above), it was proposed in Texas that teens should be allowed to vote... that's a start (I think).  Maybe I'm not completely out in left field on this issue.  Now, let's finish the job and give teenagers full adult rights and responsibilities... adolescence is merely a relatively recently invented legal status anyway.  Update:  I'll give you one guess as to whether or not that proposal was ever adopted!

And would somebody please explain to me [again] this thing about America's preoccupation with the male genital mutilation (circumcision) ritual?  It seems to me that, at the very least, it is a highly painful process for the [victim];  at the worst, it starts the young boy's life in a violent, sadistic, torturous, and submissive (to authority) manner.  That's a fine howdy-do welcome into this world.  I can't imagine why American males are so angry.

I guess I was absent from school the day they explained the logic of divorce.  Could somebody please fill me in on how it was decided that, upon divorce, it is always the male's fault and the female gets the house, money, children, cars, and pets and then the male pays the female regularly for the next twenty years?  I can't imagine why American males are confused.

What Wall $treet geniu$ determined that gang$ter/pri$on/rapper gear (baggy pant$, etc.) mu$t be worn by every American boy?

A critical period for a male adolescent (and male adult) is when he finally realizes he's entirely expendable, ...when he realizes that once he has propagated the species he is no longer needed, ...when he realizes that once he has sacrificed his life for those back home his life is complete, ...when he realizes it's women and children first, ...when he realizes the genders really aren't equal and he's in last place.  Those can be tough little life roles to swallow.  And it hurts even more when he's constantly told, "It's a man's world and therefore life for you is a cakewalk."  It would appear life isn't a mere cakewalk for males and some males seemingly aren't going to take it anymore.

How many acts of violence and sex do we have to witness during every hour of prime time television?  Yeah, everyone knows, "Just turn off the set," but how many actually do turn it off?

Okay.  Television, movies, music, wars, fashion, big business, education, divorce, submission to authority, legal status... who controls these areas?  The government?  Oh, that's probably just my paranoia again.  What would the American government gain by controlling/manipulating these areas (i.e., every aspect of our lives)?  I keep forgetting that we're free here in America.

Mother, do you think they'll drop the bomb?
Mother, do you think they'll like this song?
Mother, do you think they'll try to break my balls?
Oh, mother, should I build a wall?

Mother, should I run for President?
Mother, should I trust the government?
Mother, will they put me on the firing line?
Oh, mother, is it just a waste of time?

Hush, my baby.  Baby, don't you cry.
Momma's gonna' make all of your nightmares come true.
Momma's gonna' put all of her fears into you.
Momma's gonna' keep you right here under her wing.
She won't let you fly, but she might let you sing.
Momma's gonna' keep baby cozy and warm.
Oh, baby.  Of course Momma's gonna' help build a wall!

Mother, do you think she's good enough... for me?
Mother, do you think she's dangerous... to me?
Mother, will she tear your little boy apart?
Oh, Mother.  Will she break my heart?

Hush, my baby.  Baby, don't you cry.
Momma's gonna' check out all your girlfriends for you.
Momma won't let anyone dirty get through.
Momma's gonna wait up until you get in.
Momma will always find out where you've been.
Momma's gonna' keep baby healthy and clean.
Oh, baby.  You'll always be baby to me.

Roger Waters
Pink Floyd, The Wall

You do not do, you do not do
Any more, black shoe
In which I have lived like a foot
For thirty years, poor and white
Barely daring to breath or Achoo.

Daddy, I have had to kill you.
You died before I had time --
Marble-heavy, a bag full of God,
Ghastly stature with one grey toe
Big as a Frisco seal.

And with a head in the freakish Atlantic
Where it pours bean green over blue
In the waters off beautiful Nauset.
I used to pray to recover you.
Ach, du.

In the German tongue, in the Polish town
Scraped flat by the roller
of wars, wars, wars.
But the name of the town is common.
My Polack friend.

Says there are a dozen or two.
So I never could tell where you
Put your foot, your root,
I never could talk to you.
The tongue stuck in my jaw.

It stuck in a barb wire snare.
Ich, ich, ich, ich.
I could hardly speak.
I thought every German was you.
And the language was obscene...

                              SylviaPlath (1932-63)
 

• The Wall
• Clockwork Orange
• Hair
• Quadrophenia
• Frankenstein
• Falling Down
• American Beauty
• The Beauty and the Beast
• Natural Born Killers
• A Boy and his Dog
 
Which movies are on your list?

Easy access to firearms...
40% of homes have firearms and many of those guns are accessible to children.  12.5% of males carried a weapon (gun, knife, or club) onto school property at least once in a year (DCD, 1997).

Difficult family relationships...
35% of adolescents surveyed identified having a difficult family as a fairly (19%) or very serious (16%) problem (Sherri Poll, 1999).

Drug use and abuse...
43% of adolescents surveyed listed drugs and alcohol as a fairly to very serious problem (Shell Poll, 1999).  33.4% of adolescents surveyed have had five or more drinks in the last 30 days (CDC, 1997).  More than 25% of high school youth have used marijuana in the last 30 days.

Suicidal ideation...
Suicide remains the second leading cause of adolescent deaths (Surgeon General, 1999).  In one year, 15.7% of adolescents surveyed had a specific serious plan to attempt suicide and 7.7% actually made an attempt (CDC, 1997).  4.1% of 9th graders (the peak year) surveyed made a suicide attempt that required treatment by a doctor or nurse (CDC, 1997).  14% of youth say they are worried most of the time.  4% of youth say they are depressed most of the time while 4% are lonely most of the time.

Fighting and aggression...
36.6% of adolescents have been in a physical fight (in/out of school) in 1 year (CDC, 1997).  20% of male adolescents have been in a fight on school property (CDC, 1997).  7% of adolescents have angry feelings most of the time (Shell Poll, 1999).

Cruelty to animals...
Over 30% of male college students surveyed admit cruelty to animals (personal communication).

Poor grades...
44% of high school students list pressure to get good grades as the pressure felt most (Shell Poll, 1999).  On average, children of poverty with a 13% success rate are less than half as proficient as their non-poor peers in 8th grade measures.  High school students receiving special education have more failing grades than their peers (Education Goals Panel, 1999).

Mental illness, emotional, and behavioral problems...
Four million (11%) of youth suffer from major mental illness that results in significant impairments at home, school, and with peers.  6.1% of 9-17 year-olds are clinically depressed.  21% of children ages 9 to 17 have a diagnosable mental or addictive disorder associated with at least minimum impairment.

Bullying...
20% of youth report being bullied at school and 4% have missed school within the last 30 days because they fear being intimidated or bullied (CDC, 1997).

Co-occuring problems...
21% of high school students report that they confront five or more serious adolescent risk problems (Shell Poll, 1999).  Risk behaviors tend to co-occur or cluster in the same youths, meaning that many youths have multiple signs of problems (i.e., drug use, poor grades, difficult family life, suicidal ideation, etc.).  Adolescents who are placed at risk by poverty have greater rates of problems than those who are not poor (Institute of Medicine, 1999).  25% of adolescents list as a fairly to serious problem that they do not have an adult to talk with about problems and decisions (Shell Poll, 1999).

• Communities may wish to consider providing positive outlets and experiences for youth.
• Although vouchers quite obviously aren't the answer, the ongoing development of alternative educational opportunities and strategies for children is a must.
• Appropriate mental health care for children must become available.
• America may wish to consider moving toward a European, Scandinavian, or Japanese model of education -- these are systems which have been proven over a long period of time to work.
• There may be many more benefits to school uniforms that have been previously considered.
• If/when a student is identified as "at risk," society (including schools) are morally and ethically bound to do something about it (something more than just expelling, sending the student off to the pen, verbally/emotionally abusing him, or making him stand in the hallway).
• Allowing each adolescent to perform two years of community service may be highly beneficial to both the individual and society (much research has suggested that helping others is the single most mentally healthy thing a person can do).
• Educators must continue to be held responsible to teach (i.e., their own behavior), but can never be held accountable for the behaviors of others [basic precept of reality orientation/therapy] -- a precept which is at risk in modern political views which seem to want to hold teachers responsible for student behavior/learning.
• Move away from the present "failure-based" system toward a "success-based" educational system.
• Recognize that males are the minority.
• Learn to recognize stereotyping and discrimination against males (for some barbaric reason called "reverse discrimination").
• Remember that gender equity, civil rights, equal rights, and equal opportunity apply to males also.
• Quit ritualistically mutilating male genitalia at birth.
• Recognize that emotional and verbal abuse are just as hurtful as physical abuse.
• Recognize and accept that the research (and humanity) states that punishment does not work -- there are a million other things to do with students besides always taking "the hard line."
• Change expectations toward males to positive.
• Closely examine the role of sports in society (e.g., favorable treatment for athletes, the message that "nice guys finish last," etc.).
• It's time to quit just talking about it and seriously address mental health in the schools (it's not just the school psychologist's job).
• Understand that schools are an artificial and invented [institutional] setting -- try to make schools more closely resemble real life.
• Incorporate phenomenological approaches into standard practice (i.e., listen to the child's perception of the problem [i.e., listen to the child!]).
• In professional practices, do more than just a classroom observation -- complete a social analysis of the class, school, community, state, and nation in which the student finds himself or herself.
• Heed warning signs.
• Obtain help for troubled individuals.
• Don't psychologically victimize children.
• Adults must positively and meaningfully connect with children, whether at home, school, or the community.
• Realize the impact of grades, which includes the creation of "winners" and "losers."
• Realize the many diverse patterns of human response possible when one is identified as a "loser."
• Realize that humans hold a basic human right to react to his or her fears based on his or her perceptions.
• Realize how humans may react to the misuse of power, unfair grades, and hypocrisy.
• Understand that if children are angry, there is a cause of that anger -- it is our duty to find the cause so it can be changed or resolved.
• We must understand the basic concepts of evolution and revolution... we are in a period of sudden and dramatic change (that's revolution).
• We must somehow start separating the concepts of education and indoctrination.
• No research has proven adults more intelligent or responsible than children:  treat all humans with respect and dignity.
• Don't provide children access to weapons.
• Drive calmly and under control.
• Social institutions must realize that they can no longer take three to seven years to implement even the simplest change;  dramatic change must occur now if institutions hope to be able to keep up with, and address the issues related to the present revolution.
• Institutions must start meeting, or at least addressing, the needs of their clients.
• Society must somehow decide:  either the genders are equal or they aren't;  if they aren't, then dramatic changes need to occur -- if they are, then dramatic changes need to occur.
• Reduce nepotism in hiring and firing decisions.
• Use testing results for educational purposes -- not political, legal, or financial purposes.
• Use testing as the start -- not the end.
• Quit labeling children.
• Learn from Summer hill (allow and encourage democratic approaches, individual choice, and respect and dignity in education).
• Work with all students.
• Quit inventing criminals to finance the prisons.
• Teach students how to live, not just how to make a living.
• Quit putting property rights ahead of human rights.
• Quit using the "expert" model (if you must use the expert model, realize the kids are the "experts").
• Establish individual learning plans (ILP's) for every student -- it's easy if students are responsible for their own learning... they can and should write their own plan.
• Don't sell an arsenal of knives, brass knuckles, and clubs in every convenience store located within a mile of every high school.
• Be a good family member.
• Reduce substance abuse.
• Remember there is physical bullying, but also verbal and emotional bullying.
• Realize that, by definition, if there exists a "John Wayne Syndrome," then there must also exist a "Jane Wayne Syndrome."
• Realize that Peter Pan was a hero.
• Remember, there is such a thing as "Frank Zappa High School."
• Closely reexamine grading policies, procedures, and purposes.
• Use grades as an incentive and as feedback -- not as punishment.
• Use a "team approach" in interventions;  include the child on the team.
• Companies, corporations, or other entities which produce violent video games or movies may wish to exercise responsibility in their practices;  in fact, everyone should exercise responsibility.
• Journalists may wish to exercise responsibility in their practices.
• Lawyers and judges may wish to make legal -- not educational -- decisions.
• Politicians may wish to make political -- not educational -- decisions.
• Psychologists may wish to make psychological -- not legal or political -- decisions.
• U.S. Presidents should stay out of education.
• U.S. Presidents should not use principles of religion to determine their educational goals.
• U.S. Presidents should not use authoritarian means to obtain their political ends.
• Parents may wish to consider spending time with their children.
• Make schools a safe place.
• Students need to tell adults if another student has brought a weapon to school.
• Students need arrive at the understanding that they will get out of education what they put into it.
• Remember that history repeats itself.
• When assigning any group the role of society's "monster," find out who the "monster" is afraid of and take that fact into account before determining if it was merely a "lone gunman."
• And 1000's more!

www.keepschoolssafe.org
Keep Schools Safe, a collaborative project of NSBA and the National Association of the Attorneys General (contains guidelines on developing safe-school plans and sample policies).

www.keepschoolssafe.org/biblio.htm
Bibliography of helpful resources on school violence.

www.cde.ca.gov/spbranch/safety/safetyhome.html
California Department of Education, Safe Schools and Violence Prevention Unit.

www.colorado.edu/cspv
Center for the Study and Prevention of Violence.

www.drugstrategies.org
Drug strategies.

www.air.org/cecp/guide
Early Warning, Timely Response -- A Guide to Safe Schools, from the U.S. Department of Education and Justice, offers a summary of the research on violence prevention, intervention, and crisis response in the schools.

www.ojp.usdoj.gov/bjs/abstract/iscs98.htm
Indicators of school crime and safety.

www.nssc1.org
National School Safety Center.

www.iir.com/nygc
National Youth Gang Center.

www.ncsu.edu/cpsv
North Carolina Center for the Prevention of School Violence.

www.ncjvs.org/ojjdp
Office of Juvenile Justice and Delinquency Prevention -- School Crime webpage.

www.pavnet.org
Partnerships Against Violence Network.

www.ed.mtu.edu/safe
Safe Schools Coalition.

www.pledge.org
Student Pledge Against Gun Violence.

www.ed.gov/offices/OESE/SDFS
U.S. Department of Education's Safe and Drug-Free Schools Program (includes the 1998 Annual Report on School Safety).

www.ed.gov/pubs/SafeandSmart
U.S. Department of Education and U.S. Department of Justice (includes a recent report on the use of after school programs to keep children safe).

www.ncjrs.org.ojjdp
U.S.Department of Justice's Office of Juvenile Justice.

www.weprevent.org
We Prevent Organization.

nces.ed.gov/pubs98/violence/
The National Center for Education Statistics.

www.cmpa.com/Mediamon/mm070899.htm
How television news has covered school shootings.

whyfiles.org/065school_violence/2.htm
When kids kill... asks and addresses causes, society's role, brain effects, violent video games, offers possible solutions, and more.

www.sevarg.net/politics/schoolshootings.htm
Stress, the "small stuff," and school shootings by Russ Graves.  You'll find a pretty good start on an essay about a few things nobody seems to think about... except the the students.  Hopefully, Russ will complete his essay.

www.mastergamer.com/featuresshootings.html
Are games responsible for school shootings?  A brief presentation regarding the "correlation is not necessarily causation" question.

members.tripond.com/megs_redemption/shootings.html
School shootings and S.I. (Self-Inflicted wounds).  A brief, but powerful, self-statement from an individual.

www.technopsych.com/boywithgun.htm
Various psychological, phenomenological, and pragmatic views, questions, recommendations, and more from a school psychologist in California.

If you would like a first-hand view of what hundreds of thousands of individuals and groups are thinking about and doing with guns, and just a few of the issues which society (and society's youth) seem to be up against, go to your favorite search engine and type in the word "guns."  It was an eye-opening experience for me glancing through just several of the thousands of websites returned.

Let's face it.  American society and it's institutions have crumbled in many respects.  It's cruel, but it's true.  Fragmented.  Imploded.  Exploded.  Old vs. young.  Male vs. female.  Black vs. white.  Republican vs. Democrat.  Conservative vs. Liberal.  Religion vs. science.  Tall vs. short.  Rich vs. poor.  Winners vs. losers.  Good guys vs. bad guys.  Us vs. them.  The list seemingly goes on forever.  Conflict everywhere.  If you don't believe me, try getting into your car and calmly drive down the streets.

Some individuals from fragments of any of the groups sometimes seem to choose violent methods to try to resolve their conflicts or eliminate the problem.  So why should we assume our children will be any different?  Social Learning Theory (1969, Bandura & Walters) would argue that our children are doing exactly what we are teaching them to do.

Maybe the kids are trying to tell us something.  Maybe the adults are so busy "teaching" the kids, the adults aren't listening to the kids?  Maybe adults have forgotten that education is [theoretically] a "two-way" process?  How often do we stop to learn from students?  What are the kids teaching us?  Maybe they're saying something like, "I've been talking for fifteen years and you haven't ever heard a word I've said, so take this!  Maybe they're saying, "I'm tired of having no rights."  Or, "Quit blaming me for all of your problems."  Or, "Why do you spend all of your time punishing me?"  Or, "Why is your Budweiser more important than me?"  Or, "I love you, you're my hero -- why did you abandon me?"  Maybe shooting adults or students (or themselves) is the only way they can get us to pay attention to them?

We expect our children to keep learning from us (the so-called experts), but I know I've learned a lot more from students in my career than they've ever learned from me.  Maybe it's time we can start learning from them?  With our backs to the wall, maybe we no longer have a choice.

School psychologists are in a unique position in the new millennium.  We are one of the very few professions which analyzes the thoughts, personalities, and behaviors of students on an ongoing basis.  We make important decisions, recommendations, and interventions regarding the education and mental health of students daily.  There is no doubt that school psychologists and others on campuses prevent many violent incidents;  I wish it was possible to gather, describe, and analyze data related to prevention and successful interventions in this area.  But what does get reported are the violent incidents -- not the millions of students who arrive home safely from school every afternoon.  And once again, I must emphasize the great respect I hold for everything school psychologists -- and all educators -- do for students.

But still, as dedicated professionaleducators we ask what needs to change?  How can things improve?  How can we prevent violence on campuses?

Believe it or not, there is an answer... maybe the answer is contained somewhere on this page?  Certainly, one doesn't have to be a rocket scientist to understand that violence on campuses could be reduced the same way violence in society could be reduced:  by treating human beings equally, with respect and dignity, and encouraging positive mental health in a democratic structure.  But it is probable that education -- and the executive, judicial, and legislative branches of government -- are not quite ready to make that change.

As a school psychologist, it seems one major problem is that we in the schools continue to forward an individual diagnosis, based on an archaic medical model, of what is "wrong" with the child.  Maybe we should begin forwarding an individual diagnosis of what is wrong with the environment (including the classroom, school climate, and society itself).  We are, after all, ethically bound to account for the environment and external factors in our practices. Maybe there's nothing wrong with the child at all -- maybe the innocent child is responding exactly the way any of us would if in exactly the same circumstances.  The rat, after all, is never wrong. 

Sources for "Boy With A Gun" were many and included Zimbardo, www.321clipart.com, quotes from music and politics and movies (especially Roger Waters and Dick Gregory), and everything I've ever learned in life, and more.  Much information from Richard Lieberman, LAUSD, who is one of the very best experts in this area.

Notes:

The model used for the photos was photographed with full, written parental consent and with the parent present.

Nothing in this article should be considered as blame toward anyone for anything or an avoidance of individual responsibility for any individual act.  As an existential phenomenologist with a basis in reality orientation, the author primarily and ultimately promotes and encourages [the subject's choice to accept] individual responsibility, an act which is ultimately equated with mental health.  Yet, any individual's choices can only be based on his or her perceptions of reality.  When children observe and take part in their [society], what are their perceptions?  That is the question.  What are their choices?  That is the answer.

This article was originally published March 13th, 2001 in the [paper version of the] KASP Gazette (Volume II, Issue 3, 2001).

This article is dedicated to our President, George W. Bush -- our Number One Boy With A Gun.