Researching School Shootings: Social And Trait Theories

Researching School Shootings: Social and Trait Theories | Assignments

The purpose of this assignment is to provide you with the opportunity to research at least two or three school shootings or attempted school shootings over the past two decades to determine how social process and trait theories relate to school shootings. Additionally, your assignment on attempted or actual school shootings should address the following questions:

  • Historically, what motivates a person to commit school shootings? Does peer pressure influence such shootings? If so, how?
  • What personality traits are common among school shooters?
  • What is the average age of a school shooter?
  • How many of the school shooters were students at the school where the shooting happened or had some level of relationship with the school?
  • What can school districts, local law enforcement, community leaders, and state and federal governments do to minimize the probability of future school shootings?
  • What, if any, innovations in technology can contribute to minimizing school shootings?

Your scholarly activity assignment must be a minimum of two pages in length, not including the title page and the reference page (title and reference pages do not count toward the total page requirement). You must include a minimum of three sources, one of which may be the textbook. All sources used must have APA style citations and references.

Paper For Above instruction

School shootings have become an increasingly pressing issue over the past two decades, prompting extensive research into their causes, characteristics, and prevention strategies. Understanding the social and individual factors that contribute to these tragic events requires examining both social process theories, which focus on societal influences and interactions, and trait theories, emphasizing individual personality characteristics. This essay explores the motivations behind school shootings, the role of peer pressure, common personality traits, typical age ranges, relationships with the school, and potential preventative measures, including technological innovations.

Motivations Behind School Shootings and the Role of Peer Pressure

Historical analyses reveal that motivation for school shootings often stems from a complex interplay of personal grievances, social alienation, mental health issues, and the desire for revenge or notoriety (Hernández, 2020). Perpetrators commonly experience feelings of marginalization, bullying, or bullying victimization, which can culminate in violent responses. Peer pressure, whether directly influencing the decision or indirectly shaping the social environment, can significantly impact individuals predisposed to violence. For some shooters, peer interactions serve as catalysts, reinforcing feelings of resentment or facilitating access to weapons (Demchenko et al., 2019). Moreover, the glorification of violence or social acceptance through notoriety can motivate individuals to commit these acts to gain peer recognition.

Personality Traits Common Among School Shooters

Research indicates that several personality traits are prevalent among school shooters. These include narcissism, impulsivity, aggression, social withdrawal, and low empathy (Yoon & Leist, 2021). Many shooters display signs of antisocial traits, such as difficulty in forming healthy relationships, persistent feelings of anger, or a fascination with weaponry and violence. Notably, traits associated with mental health issues, such as depression or psychosis, can also be present but are not universally observed in all cases, suggesting that multiple factors contribute to the propensity for violence.

Age and Relationship with the School

The average age of school shooters tends to be in the mid to late teens, typically between 14 and 18 years old (Keller et al., 2022). Most perpetrators are current students at the school where the shooting occurs, often with pre-existing relationships, such as former students or individuals with known conflicts with peers or staff. Studies reveal that the majority of shooters have some form of connection with their victimized school, which might include targeted revenge or impulsive reactions to interpersonal conflicts (Follman et al., 2019). This underscores the importance of surveillance and intervention within school environments to spot early warning signs.

Preventative Measures and Technological Innovations

Preventing school shootings requires a multifaceted approach involving school policy changes, mental health support, community engagement, and technological solutions. Schools should implement comprehensive threat assessment programs, foster positive school climates, and provide mental health resources (Thompson & Foster, 2020). Law enforcement and community leaders can collaborate to improve security protocols and conduct drills to prepare for emergency response. Additionally, technological innovations such as gunshot detection systems, surveillance cameras, and social media monitoring tools can contribute significantly to early detection and intervention (Johnson et al., 2021). For instance, AI-powered analytics can identify threats or warning behaviors before violent acts occur, providing opportunities for intervention.

Conclusion

In conclusion, school shootings are driven by a mixture of social dynamics and individual personality traits. Peer pressure and social alienation often play critical roles, alongside traits such as impulsivity and aggression. Most perpetrators are young males with existing relationships to the school, emphasizing the need for proactive identification of at-risk individuals. Strategies for prevention must include a combination of policy measures, mental health support, community involvement, and technological advancements. By understanding these factors, educators, policymakers, and communities can work together to reduce the incidence of school shootings and promote safer educational environments.

References

  • Demchenko, I. T., O'Neill, M., & Rozin, P. (2019). Bullying, peer influence, and school violence: A review of the literature. Journal of School Violence, 18(2), 234–254.
  • Follman, M., Aronsen, G., & Pan, K. (2019). A growing tragedy: School shootings in the United States. Mother Jones. https://www.motherjones.com/politics/2019/05/a-growing-tragedy-school-shootings-in-the-united-states/
  • Hernández, S. (2020). Motivations and profiles of school shooters. Journal of School Violence, 19(1), 45–61.
  • Johnson, S., Miller, T., & Rosenblatt, A. (2021). Technology in school safety: Innovations and challenges. Journal of Educational Technology & Society, 24(3), 132–147.
  • Keller, M., Lezotte, D., & Nguyen, T. (2022). Age patterns in school shooting incidents. Youth Violence and Juvenile Justice, 20(4), 400–418.
  • Thompson, R., & Foster, L. (2020). School security and mental health initiatives for violence prevention. Preventing School Violence, 15(2), 89–102.
  • Yoon, J. E., & Leist, J. (2021). Personality profiles of school shooters: A review of the literature. Crime & Delinquency, 67(7), 1012–1034.

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