Violence and the Verbally Aggressive Student

 SIGNS

The most accurate predictor of violent behavior is past violent behavior.  If an individual has a history of such behavior, she/he is more likely than someone with no history to engage in it again.  If you have no prior information, it is necessary for you to be attentive to current behavior.

 SYMPTOMS

Frequently, assaultive behavior is predicted on the basis of observing hostile, suspicious, and agitated behavior.  In the absence of the above symptoms, the presence of hyper-vigilance (i.e.  looking around a lot), extreme dependency, or delusions and hallucinations may be causal factors.  Other signs and symptoms that may indicate a loss of control are fearfulness or anger.  Verbal communication may be loud and pressured.

Characteristics of Youth Who Have Caused School-related Violent Deaths

The National School Safety Center offers the following checklist derived from tracking school-associated violent deaths in the United States from July 1992 to the present.  Follow this link to the School Associated Violent Deaths Report.    http://www.schoolsafety.us/School-Associated-Violent-Deaths-p-6.html  After studying common characteristics of youngsters who have caused such deaths, NSSC has identified the following behaviors, which could indicate a youth’s potential for harming him/herself or others. 

 Accounts of these tragic incidents repeatedly indicate that in most cases, a troubled youth has demonstrated or has talked to others about problems with bullying and feelings of isolation, anger, depression and frustration.  While there is no foolproof system for identifying potentially dangerous students who may harm themselves and/or others, this checklist provides a starting point. 

 These characteristics should serve to alert faculty, staff, and friends to address needs of troubled students through referrals to the Behavioral Intervention Team (BIT).  http://www.park.edu/studentlife/bit/    Further, such behavior should also provide an early warning signal that safe school plans and crisis prevention/intervention procedures must be in place to protect the health and safety of all school students and staff members so that schools remain safe havens for learning.

• Has a history of tantrums and uncontrollable angry outbursts.

• Characteristically resorts to name calling, cursing or abusive language.

• Habitually makes violent threats when angry.

• Has previously brought a weapon to school.

• Has a background of serious disciplinary problems at school and in the community.

• Has a background of drug, alcohol or other substance abuse or dependency.

• Is on the fringe of his/her peer group with few or no close friends.

• Is preoccupied with weapons, explosives or other incendiary devices.

• Has previously been truant, suspended or expelled from school.

• Displays cruelty to animals.

• Has little or no supervision and support from parents or a caring adult.

• Has witnessed or been a victim of abuse or neglect in the home.

• Has been bullied and/or bullies or intimidates peers or younger children.

• Tends to blame others for difficulties and problems s/he causes her/himself.

• Consistently prefers TV shows, movies or music expressing violent themes and acts.

• Prefers reading materials dealing with violent themes, rituals and abuse.

• Reflects anger, frustration and the dark side of life in school essays or writing projects.

• Is involved with a gang or an antisocial group on the fringe of peer acceptance.

• Is often depressed and/or has significant mood swings.

• Has threatened or attempted suicide. 

Developed by the National School Safety Center © 1998
PERMISSION TO REPRINT FOR PROFESSIONAL PURPOSE AS LONG AS CREDIT IS GIVEN TO NSSC.   

Assessing Potentially Violent Students.  ERIC Digest. 

Although student school shootings of students have recently gained significant national attention, more routine forms of student violence (e.g., homicide, rape, aggravated assault, etc.) continue to plague our nation's schools and streets.  These less sensational but equally harmful violent behaviors warrant appropriate response. 

While one or a few of these indicators does not necessarily identify or predict violent behavior, it is important to recognize high-risk factors which correspond to potentially violent students and a referral made to the BIT so the behavior can be evaluated and action taken, if deemed necessary.

Past Violent Behaviors or Aggressive History:  Students who have been violent in the past or have demonstrated aggressive behaviors towards others are at greater risk of repeating such behaviors.  Thus, these students are noted as being at greater risk for future violent behaviors.   Unless provided with support and counseling, a youth who has a history of aggressive or violent behavior is likely to repeat those behaviors (Elliot, Huizinga, & Moise, 1986).  Aggressive and violent acts may be directed toward other individuals, be expressed in cruelty to animals, or include fire setting.  Youth who show an early pattern of antisocial behavior frequently and across multiple settings are particularly at risk for future aggressive and antisocial behavior (Gardner et al., 1996; Menzies & Webster, 1995;  Walker et al., 1990; Walker, Stieber, Ramsey, & O'Neill, 1990;  Walker & Sylwester, 1991).  Similarly, youth who engage in overt behaviors such as bullying, generalized aggression and defiance, and covert behaviors such as stealing, vandalism, lying, cheating, and fire setting also are at risk for more serious aggressive behavior (Walker et al., 1990; Walker, Steiber, Ramsey, et.al., 1990; Walker & Sylwester, 1991).  Research suggests that age of onset may be a key factor in interpreting early warning signs.  For example, children who engage in aggression and drug abuse at an early age (before age 12) are more likely to show violence later on than are children who begin such behavior at an older age (Gardner et al., 1996; Menzies & Webster, 1995; Walker et al., 1990; Walker, Steiber, Ramsey et al., 1990; Walker & Sylwester, 1991

Violent Drawings or Writings:  Violent students often indicate their intentions before acting violently via drawings or writings.  Violent poems, letters to friends, or letters to the intended victim are clear indications of violent potential.  Hence, further assessment is warranted whenever a student uses age inappropriate violent drawings or writings.  However, an overrepresentation of violence in writings and drawings that is directed at specific individuals (family members, peers, other adults) consistently over time may signal emotional problems and the potential for violence (Berman & Jobes, 1991).  Because there is a real danger in misdiagnosing such a sign, it is important to seek the guidance of a qualified professional  –  such as a school psychologist, counselor, or other mental health specialist –  to determine its meaning. 

Threats of Violence Toward Others:  Any threat of violence toward others should be immediately assessed and appropriate intervention actions should be taken to insure safety.   Direct threats such as, "I'm going to kill him" as well as veiled threats such as, "Something big is going to happen to you after school" clearly are inappropriate and warrant immediate assessment and intervention.   Threats should be assessed for: (a) lethality, (b) the degree to which a violent plan exists, and (c) the student's ability to secure the indicated weapon or harm instrument (e.g., poison, automobile).   Any threat indicated by a student which is realistic, well-planned, and highly lethal should be considered viable.   Idle threats are a common response to frustration.   Alternatively, one of the most reliable indicators that a youth is likely to commit a dangerous act toward self or others is a detailed and specific threat to use violence (Keller & Tapasak, 1997; Loeber, 1990).   Recent incidents across the country clearly indicate that threats to commit violence against oneself or others should be taken very seriously.   Steps must be taken to understand the nature of these threats and to prevent them from being carried out. 

Animal Torturing:  There exists a high correlation between students who torture animals and violence.  Students who regularly torture animals or intentionally inflict harm upon animals should be assessed for violent ideation towards others. 

Recent Relationship Break:  Students who have recently experienced a relationship break (e.g., being jilted by a girlfriend or best friend) have an increased likelihood of being violent. 

Isolation:  The vast majority of students who isolate themselves from peers or who appear friendless typically are not violent.  However, one high-risk factor which has been strongly correlated with violent behaviors towards school peers is isolation.   For this reason, students isolating themselves or reporting feelings of being isolated from others should be considered at greater risk. 

Teased or Perceptions of Being Teased, Harassed, or "Picked On":  Violent students often have a hypersensitivity toward criticism.   These students report perceptions of being teased, harassed or being picked on by those they were violent toward.   Therefore, students indicating feelings that they are being teased, harassed, or "picked on" should be assessed to determine whether or not they either intend to harm or fantasize about harming others. 

Uncontrolled anger:  Everyone gets angry; anger is a natural emotion.  However, anger that is expressed frequently and intensely in response to minor irritants may signal potential violent behavior toward self or others (Rothbart, Posner, & Hershey, 1995; Walker et al., 1995). 

 Being a victim of violence:  Children who are victims of violence, including physical or sexual abuse, in the community, at school, or at home are sometimes at risk themselves of becoming violent toward themselves or others (Browne & Finkelhor, 1986). 

Social Withdrawal:  Withdrawal from peers and familial supports can indicate the student is experiencing any of a number of concerns (e.g., depression, helplessness) which warrant assessment and intervention.  When combined with other risk factors, social withdrawal may signal potential violence toward others. 

Inappropriate Use or Access to Firearms:  Students who inappropriately use firearms by shooting at people, homes, or vehicles, or have improper, unsupervised firearm access have a clear potential to harm others and act violently.  No student should be allowed to posses a gun or weapon on school property or at school-related functions (e.g., dances, sporting events, etc.).  Given the general impulsiveness of students and the dangers of immediate access to lethal weapons, this factor is one of the most important which should be assessed. 

Substance Abuse:  Although substance abuse does not cause students to be violent, students under the influence of psychoactive substances often fail to think logically and experience increased impulsivity.  Thus, there exists a strong correlation between substance abuse and violent behaviors. 

Familial Stressors:  Familial stressors can engender feelings of frustration, anger, and hopelessness among students as well as adults. 

Noted by Peers as Being "Different":  On many occasions after student violence, peers and others will note that the perpetrating student was labeled as being "different" from peers or being associated with some group.  Hence, students frequently labeled by peers as being "weird", "strange", "geeky", etc. may be at increased risk for violent behaviors. 

Excessive feelings of rejection:  In the process of growing up, and in the course of adolescent development, many young people experience emotionally painful rejection.  Children who are troubled often are isolated from their mentally healthy peers.  Their responses to rejection will depend on many background factors.  Without support, they may be at risk of expressing their emotional distress in negative ways, including violence (Coie, Dodge, & Kupersmidt, 1990, Rubin, Hymel, Lemare, & Rowden, 1989).  Some aggressive children who are rejected by non-aggressive peers seek out aggressive friends who, in turn, reinforce their violent tendencies. 

Feelings of being picked on and persecuted:  The youth who feels constantly picked on, teased, bullied, singled out for ridicule, and humiliated at home or at school may initially withdraw socially (Saarni, 1990).  If not given adequate support in addressing these feelings, some children may vent them in inappropriate ways, including possible aggression or violence (Floyd, 1985; Greenbaum, 1988). 

Intolerance for differences and prejudicial attitudes:  Everyone has likes and dislikes.  However, an intense prejudice toward others based on racial, ethnic, religious, language, gender, sexual orientation, ability, and physical appearance – when coupled with other factors – may lead to violent assaults against those who are perceived to be different (Prothrew-Stith, 1987).  Membership in hate groups or the willingness to victimize individuals with disabilities or health problems also should be treated as early warning signs. 

Low School Interest:  The genesis of this risk factor could come from any of a multitude of reasons which by themselves may not evoke violent behaviors.  However, in combination with other possible violence related risk factors noted within this scale, students presenting with low school interest may have an inability to perform as well as they desire to and may feel frustrated by such inability.  Additionally, these students may perceive themselves as belittled by those performing more favorably.  Thus, when challenged to increase performance or when feeling harassed by those performing at higher levels, these students may become violent.  For these reasons, this factor has been included. 

Reference:  ERIC Identifier: ED435894
Publication Date: 1999-00-00
Author: Juhnke, Gerald A.  - Charkow, Wendy B.  - Jordan, Joe - Curtis, Russell C.  - Liles, Robin G.  - Gmutza, Brian M.  - Adams, Jennifer R. 
Source: ERIC Clearinghouse on Counseling and Student Services Greensboro NC. 

http://www.ericdigests.org/2000-3/violent.htm

 

Reference: Dwyer, K., Osher, D.,  Warger, C., Bear, G., Haynes, N., Knoff, H., Kingery, P., Sheras, P., Skiba, R., Skinner, L., & Stockton, B.  (1998).  Early warning, timely response: A guide to safe schools: The referenced edition.  Washington, DC: American Institutes for Research.

Alcohol and Other Drug Abuse

Alcohol abuse on college campuses is a serious problem and can even involve those who do not drink.   The costs are staggering in terms of academic failure, vandalism, sexual assault, and other consequences.   If you are concerned about a person’s abuse of alcohol or other drugs, it is important to make a referral to the Behavioral Intervention Team so the problem can be evaluated and an appropriate intervention determined.   Keep in mind that this may help the person you are concerned about be more successful in school, possibly stay in school or most importantly, stay alive.

SIGNS AND SYMPTOMS

Alcoholism, also known as alcohol dependence, is a disease that includes the following four symptoms:

• Craving - A strong need, or urge, to drink. 
• Loss of control - Not being able to stop drinking once drinking has begun. 
• Physical dependence - Withdrawal symptoms, such as nausea, sweating, shakiness, and anxiety after stopping drinking. 
• Tolerance - The need to drink greater amounts of alcohol to get "high."

Warning Signals of Alcohol and Other Drug Abuse

There are many signs of alcohol and other drug use, abuse, and addiction.  None of these signs alone are conclusive proof of alcohol or other drug problems.  Other conditions could be responsible for unusual behavior, such as an illness or reaction to a legally prescribed drug.  Any one or a combination of these could be cause for alarm and could signal problems in general, as well as a substance abuse problem:

• Impairment of Mental Alertness
  Lack of concentration, short-term memory loss, confusion, and inability to follow directions.

• Impairment of Mood
  Depression, extreme or unpredictable moods swing, flat or unresponsive behavior, hyperactivity, loss of interest in one’s work/school results, nervousness, and volatility.

• Impairment of Motor Behavior
  Hand tremors, loss of balance, loss of coordination, staggering, inability to work normally, slurred speech, and passing out from alcohol or other drug use.

• Impairment of Interpersonal Relationships
  Detachment from or drastic change in social relationships, becoming a loner or becoming secretive, attempt to avoid friends or co-workers, loss of interest in appearance, change of friends, extreme change in interests, tendency to lose temper, being argumentative, or borrowing money and not repaying.

• Violation of University Rules, Impairment of Academic and Work Performance
  Inability to perform work assignments at usual level of competence; missed deadlines; missed appointments, classes, or meetings; increased absenteeism or lateness; frequent trips from assigned or expected work area; accidents in the lab; complaining or feeling ill as an excuse for poor performance; coming to class, practice, or work intoxicated/high; legal or judicial problems associated with alcohol or other drug use; not scheduling morning classes, neglected school or work obligations for two or more days in a row.  (Some individuals with substance abuse problems are still able to perform at a high academic level.)

Student may not actually be “under the influence” during class, but be using at night or on the weekends.

Sobering Statistics

Information above from: http://www.factsontap.org/

According to the Core Institute, an organization that surveys college drinking practices, 300,000 of today's college students will eventually die of alcohol-related causes such as drunk driving accidents, cirrhosis of the liver, various cancers and heart disease.

159,000 of today's first-year college students will drop out of school next year for alcohol- or other drug-related reasons.  The average student spends about $900 on alcohol each year.  Do you want to know how much cash the average student drops on his or her books? About  $450.

 Almost one-third of college students admit to having missed at least one class because of their alcohol or drug use, and nearly one-quarter of students report bombing a test or project because of the aftereffects of drinking or doing drugs.

One night of heavy drinking can impair your ability to think abstractly for up to 30 days, limiting your ability to relate textbook reading to what your professor says, or to think through a football play.

Information above from: http://www.factsontap.org/

A Snapshot of Annual High-Risk College Drinking Consequences

Information above from: http://www.collegedrinkingprevention.gov/StatsSummaries/snapshot.aspx

• Death: 1,700 college students between the ages of 18 and 24 die each year from alcohol-related unintentional injuries, including motor vehicle crashes (Hingson et al., 2005). 
• Injury: 599,000 students between the ages of 18 and 24 are unintentionally injured under the influence of alcohol (Hingson et al., 2005). 
• Assault: More than 696,000 students between the ages of 18 and 24 are assaulted by another student who has been drinking (Hingson et al., 2005). 
• Sexual Abuse: More than 97,000 students between the ages of 18 and 24 are victims of alcohol-related sexual assault or date rape (Hingson et al., 2005). 
• Unsafe Sex: 400,000 students between the ages of 18 and 24 had unprotected sex and more than 100,000 students between the ages of 18 and 24 report having been too intoxicated to know if they consented to having sex (Hingson et al., 2002). 
• Academic Problems: About 25 percent of college students report academic consequences of their drinking including missing class, falling behind, doing poorly on exams or papers, and receiving lower grades overall (Engs et al., 1996; Presley et al., 1996a, 1996b; Wechsler et al., 2002). 
• Health Problems/Suicide Attempts: More than 150,000 students develop an alcohol-related health problem (Hingson et al., 2002) and between 1.2 and 1.5 percent of students indicate that they tried to commit suicide within the past year due to drinking or drug use (Presley et al., 1998). 
• Drunk Driving: 2.1 million students between the ages of 18 and 24 drove under the influence of alcohol last year (Hingson et al., 2002). 
• Vandalism: About 11 percent of college student drinkers report that they have damaged property while under the influence of alcohol (Wechsler et al., 2002). 
• Property Damage: More than 25 percent of administrators from schools with relatively low drinking levels and over 50 percent from schools with high drinking levels say their campuses have a "moderate" or "major" problem with alcohol-related property damage (Wechsler et al., 1995). 
• Police Involvement: About 5 percent of 4-year college students are involved with the police or campus security as a result of their drinking (Wechsler et al., 2002) and an estimated 110,000 students between the ages of 18 and 24 are arrested for an alcohol-related violation such as public drunkenness or driving under the influence (Hingson et al., 2002). 
• Alcohol Abuse and Dependence: 31 percent of college students met criteria for a diagnosis of alcohol abuse and 6 percent for a diagnosis of alcohol dependence in the past 12 months, according to questionnaire-based self-reports about their drinking (Knight et al., 2002). 

Information above  from: http://www.collegedrinkingprevention.gov/StatsSummaries/snapshot.aspx

The Student in Poor Contact with Reality

SIGNS

These students have difficulty distinguishing “fantasy” from reality.  Their thinking is typically illogical, confused, or irrational (e.g., speech patterns that jump from one topic to another with no meaningful connection); their emotional responses may be incongruent or inappropriate and their behavior may be bizarre and disturbing. 

SYMPTOMS

The student may experience hallucinations, often auditory, and may report hearing voices (e.g., someone is/will harm or control them).  While this student may elicit alarm or fear from others, they generally are not dangerous or violent.  However, there are some situations in which they can become violent (e.g., experiencing “command” hallucinations).  These hallucinations are telling them what to do, such as “you must destroy that evil person.”

The student may also be experiencing delusions—false ideas about what is taking place or who one is.  A delusion is a belief that is clearly false and that indicates an abnormality in the affected person's content of thought.  The false belief is not accounted for by the person's cultural or religious background or his or her level of intelligence.  The key feature of a delusion is the degree to which the person is convinced that the belief is true.  A person with a delusion will hold firmly to the belief regardless of evidence to the contrary.  Delusions can be difficult to distinguish from overvalued ideas, which are unreasonable ideas that a person holds, but the affected person has at least some level of doubt as to its truthfulness.  A person with a delusion is absolutely convinced that the delusion is real.

Information from: http://www.minddisorders.com/Br-Del/Delusions.html 

If you cannot make sense of their conversation, it is important to report your observations and concerns to the Behavioral Intervention Team so the problem can be evaluated and addressed.