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• W289793674 abstract "ABSTRACT School violence is most often defined by its most extreme results -- severe injury or death. Yet, the seeds of violence are present long before the explosive events occur. This article, which proposes a much broader definition of violent impulses, is based on responses from a high school focus group's views of violence and safety in their schools and the kinds of changes they propose to counteract violence. Other topics discussed are the students' vision of an ideal school and their reactions to various kinds of weapons being brought into the schools. High school students are seldom invited to discuss their views on school violence or school climate. When school districts or researchers decide to address such issues, they tend to rely on adults in the community-parents, agency representatives, and school personnel. Omitting adolescents from the community conversation means a vital perspective is overlooked, a perspective that is perhaps more informed than any other about what is truly happening within the school in terms of school safety and school climate. In almost all of the fatal school shootings, students interviewed after the shootings have acknowledged that there were warning signs from the young shooters; students were also aware that the shooters were alienated and did not feel a sense of belonging to the school. High profile school shootings and volcanic eruptions share many similarities. Both make headlines, both have tremendously violent potential, both are triggered by some event or element joining with other active, explosive elements, and both often give warnings before their fatal results. When Mt. St. Helens erupted, public attention was riveted on the fiery explosion and all that happened in its aftermath. Yet, the elements that coalesced to produce the explosion had been present within the environment all along, hidden from view, but active nevertheless, churning beneath the visible surface. And then something happened to trigger the explosion. In Paducah, Kentucky, Michael Carneal seemed to be a normal kid from a good family; yet, Michael told classmates he was going to commit atrocities in the days before he turned guns on his classmates. The Columbine killers gave many signals of their alienation and hatred, including spending hours honing their shooting skills with simulated video games. These young men and other school shooters gained national attention, but not before issuing many warning signs. In almost all of the school shootings, the troubled young killers had one thing in common: a lack of belonging (White, Bosley & Brigman, 2001). High school students interviewed in a series of focus groups in Western New York have acknowledged that serious violence is the end result of behavior that is usually viewed as minor or insignificant. School personnel, however, are quick to point out that discerning just which behavior will lead to serious or fatal violence is nearly impossible, even with profiling and heightened security. But that kind of thinking is a large part of the problem we have with school violence: our attention is focused on the results of explosive violent outbursts rather than on the abundant warning signs or poor school climate that can eventually lead to violence. Unfortunately, the heavy media coverage of school shootings has upped the ante on what the term school violence means to most people. Violence has come to denote grievous bodily harm. Desensitized by media that have grown ever more graphic and bloody, we have come to define violence by its most extreme markers-cuts, gunshot wounds, and dead bodies. Yet, these are the results of extreme violence, the visible aftermath of the explosion. We need to turn our attention instead to the causes of violence. We need to redefine violence if we are to create schools where students feel safe physically and emotionally. We certainly need to get past the sensationalized headlines of school shootings and go beneath the surface in our own schools to see and hear those active elements that are there, roiling about with explosive potential. …" @default.
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• W289793674 date "2002-04-01" @default.
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• W289793674 title "Do Sweat the Small Stuff: Stemming School Violence." @default.
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