Jugendliche als Amok-Läufer an Schulen. Erklärungs- und Handlungsansätze der nordamerikanischen Forschung

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Jugendliche als Amok-Läufer an Schulen.
Erklärungs-und Handlungsansätze der
nordamerikanischen Forschung.
Beitrag zur Ringvorlesung `Jugend und
Jugendkulturen´
Koordination: Prof. Dr. Günter Mey
Hochschule Magdeburg-Stendal, Campus Stend
16. November 2010
Prof. Dr. habil. Joachim Bröcher

Erfurt
thüringEn
Gebrauch
einer
Schusswaffe
Täter
männlich
19 Jahre
Gutenberg
Gymnasium
17 Tote
Inkl.
Selbsttötung
des Täters
26. April
2002

Gebrauch
einer
Schusswaffe
Täter
männlich
17 Jahre
Albertville-
Realschule
15 Tote
11. März
2009
WinnEndEn
BadEn-
WürttEmBErg

Rampage Shootings in Middle Schools und
High Schools (USA)
24.03.1998: Westside Middle School, Jonesboro, AR, 5 Tote, 10 Verletzte
20.04.1999: ColumBinE high SChool,
littlEton, Colorado;13 Tote, 24,
Verletzte; 2 Täter, männl., weiß
21.03.2005: Red Lake High School., Red Lake, MN, 10 Tote, inkl. Täter,
7 Verletzte, Täter: männl., 16 J., Native American
14.03.2006: Pine Middle School, Reno, NV, 2 Verletzte, Täter: männl. 14 J.
30.08.2006: Orange High School, Hillsborough, NC; 1 Toter, 2 Verletzte,
Täter: männl., 18 J., Latino
2.10.2006: Amish Schoolhouse, Nickel Mines, PA, 5 Tote, 5 Verletzte
10.10.2007: Success Tech Academy, Cleveland OH; 1 Toter (Täter),
5 Verletzte, Täter: männl., 14 J., weiß

Rampage Shootings in Colleges (USA)
1.08.1966: University of Texas, Austin, … 16 Tote, 31 Verletzte
1.11.1991: University of Iowa …, Täter: 28 J.
14.12.1992: Simon´s Rock College… Täter: 18 J.
26.01.1995: University of North Carolina… Täter: 26 J.
15.08.1996: San Diego State University … Täter: männl., 36 J.
28.06.2000: University of Washington…, Täter: männl., 42 J.
28.08.2000: University of Arkansas …, Täter: männl., 36 J.
16.01.2002: Appalachian School of Law, Grundy, VA; 3 Tote, 3 Verletzte;
Täter: männl., 43 J., Nigerian American
9.05.2003: Case Western Reserve University, Cleveland, OH, 1 Toter,
3 Verletzte, inkl. Täter; Täter: männl., 62 J., Indian American
16.04.2007: Virginia tECh
u n iVErS ity, BlaCkSBurg, Va; 33
Tote, inkl. Täter, 17 Verletzte, Täter: männl., 23 J., Korean American
8.02.2008: Louisiana Technical College, Baton Rouge, LA; 3 Tote, inkl.
Täter; Täter: weibl., 23 J.
14.02.2008: Northern Illinois University, Dekalb, IL; 6 Tote, inkl. Täter,
18 Verletzte, Täter: männl., 27 J., weiß

Eric Harris + Dylan Klebold
Columbine High School,
Littleton, Colorado
tätEr –opfEr-BEidES ?

tätEr –opfEr-BEidES ?
e erklären?
e eingreifen?
e verhindern?

Fachzeitschrift/Journal:
American Behavioral Scientist
Sedona, Arizona
2009: Zwei Themenhefte
thE lESSonS of
ColumBinE,
Part I and II
Vol. 52
Number 9, May 2009
Number 10, June 2009

Fachzeitschrift/Journal:
youth ViolEnCE and
JuVEnilE JuStiCE
University of North Texas, Denton
3 Forschungsarbeiten zum Thema
SChool r a m pa gE
ShootingS
2007, Vol. 5
2008, Vol. 6
2009 Vol 7

Rampage Shootings in Middle Schools und
High Schools (USA)
24.03.1998: Westside Middle School, Jonesboro, AR, 5 Tote, 10 Verletzte
20.04.1999: ColumBinE high SChool,
littlEton, Colorado;13 Tote, 24,
Verletzte; 2 Täter, männl., weiß
21.03.2005: Red Lake High School., Red Lake, MN, 10 Tote, inkl. Täter,
7 Verletzte, Täter: männl., 16 J., Native American
14.03.2006: Pine Middle School, Reno, NV, 2 Verletzte, Täter: männl. 14 J.
30.08.2006: Orange High School, Hillsborough, NC; 1 Toter, 2 Verletzte,
Täter: männl., 18 J., Latino
2.10.2006: Amish Schoolhouse, Nickel Mines, PA, 5 Tote, 5 Verletzte
10.10.2007: Success Tech Academy, Cleveland OH; 1 Toter (Täter),
5 Verletzte, Täter: männl., 14 J., weiß

Rampage Shootings in Colleges (USA)
1.08.1966: University of Texas, Austin, … 16 Tote, 31 Verletzte
1.11.1991: University of Iowa …, Täter: 28 J.
14.12.1992: Simon´s Rock College… Täter: 18 J.
26.01.1995: University of North Carolina… Täter: 26 J.
15.08.1996: San Diego State University … Täter: männl., 36 J.
28.06.2000: University of Washington…, Täter: männl., 42 J.
28.08.2000: University of Arkansas …, Täter: männl., 36 J.
16.01.2002: Appalachian School of Law, Grundy, VA; 3 Tote, 3 Verletzte;
Täter: männl., 43 J., Nigerian American
9.05.2003: Case Western Reserve University, Cleveland, OH, 1 Toter,
3 Verletzte, inkl. Täter; Täter: männl., 62 J., Indian American
16.04.2007: Virginia tECh
u n iV ErSity, BlaCkSBurg, Va; 33
Tote, inkl. Täter, 17 Verletzte, Täter: männl., 23 J., Korean American
8.02.2008: Louisiana Technical College, Baton Rouge, LA; 3 Tote, inkl.
Täter; Täter: weibl., 23 J.
14.02.2008: Northern Illinois University, Dekalb, IL; 6 Tote, inkl. Täter,
18 Verletzte, Täter: männl., 27 J., weiß

Ebenen der Analyse/ Diskussion
Kultur:
Tonso - Violent Masculinities (cultural scripts) T
Kleck -Gun Control (gun culture) T
Gesellschaft:
Frymer -Alienated Youth Object of Fear (media) T
Altheide –Discourse of Fear (media, politics) T
Community/Schule/College/Peers:
Watkins –Community Factors E
Brank et al. –Weapon Reporting E
Fox/ Savage –Changes on College Campuses E
Individ./Schule/Familie/Peers:
Peskin et al. -Adults time with youth E
Lewin/ Madfis – Cumulative Strain T
E= empirisch, selbst
neue Daten erhebend;
T= vergleichend,
diskursiv, Daten
diskutierend

Forschungsarbeit Nr. 1
Jack Lewin
Eric Madfis
Northeastern University Boston
maSS murdEr at SChool
and CumulatiVE Strain:
a SEquEntial modEl
American Behavioral Scientist, 2009
(Sedona, Arizona)

Five stage sequential model
1. longterm frustrations experienced early in life or in
adolescence (chronic strain)
2. social isolation/lack of prosocial support systems
(uncontrolled strain)
3. short term negative event (acute strain)
4. planning stage (as masculine solution to regain lost
feelings of control)
5. the massacre (facilitated by weapons that enable mass
destruction)

Strain: Troubling peer relationships
„…quite all of them had been
physically bullied, teased,
humiliated, or ignored by their
fellow schoolmates on a regular
basis.“ (p. 1231)

Strain: Troubling peer relationships
… tormenters attacked their victims´masculinity or
manhood … shooters were not in fact homosexual,
yet many of them feared being misperceived as gay
or as having gay tendencies and thus as having
failed in their manhood. They were ´different from
the other boys – shy, bookish, honor students,
artistic, musical, theatrical, nonathletic, geekish or
weird´ … Dylan Klebold …was constantly pushed
into lockers, grabbed in the corridors and cafeteria,
and harassed with homophobic slurs… (p. 1231)

Acute strain
„… loss of face, a rejection by a girlfriend, a loss of
academic standing, an eviction from a community of peers
(p. 1235)….Shooter Kip Kinkel… had recently been
expelled from school …sent to a program for troubled
youths before he engaged in his massacre … Luke
Woodham ….heart broken by a girlfriend, an event he
described in his journal as destroying him.
By contrast, college students who open fire on campus are
more likely to have suffered academically rather than
socially… The shooter acts when he fails to graduate or
fails to receive academic acclaim for his achievements (p.
1236).

strain
…takes years of being teased,
bullied, and/or neglected by peers
before a student develops a plan to
kill his classmates and teachers. By
the time a youngster has murderous
intentions, it is usually too late to
intervene (p.1241).

Prevention/intervention:
But years earlier, a sensitive teacher, a
perceptive guidance counselor, or even
a concerned parent might have made
all the difference. If strains are
counteracted early on, then the
cumulative impact of isolation,
catastrophic losses, and planning lose
their efficacy in regard to producing a
massacre. (p. 1241)

Prevention/intervention:
… 81% … revealed their homicidal
plot to at least one person, and 59%
informed two or more people. These
facts speak to the dire need for
students to break their culture of
silence, take threats seriously, and
come forward with such pivotal
information.

Forschungsarbeit Nr. 2
Peskin, M.F., Tortolero, S.R., Addy, R.C. & N.F. Weller:
University of Texas, Houston
Baylor College of Medicine, Houston
WEapon Carrying
prEVEntion: Should
adultS SpEnt morE timE
With youth?
Youth Violence and Juvenile Justice, 2008
(University of North Texas, Denton)

adult involvement
…association between adult involvement
and weapon carrying among … urban high
school students….Almost 20% … reported
carrying a weapon at least once during the
past month…. adult involvement was
protective against student participation in
weapon carrying. … Interventions that aim
to increase the amount of time youth spend
with adults may be beneficial for the
prevention of weapon carrying behaviors.

adult involvement
… Such involvement may provide access to
potentially positive role models …, increased
social support …, and increased monitoring
…, which may subsequently decrease weapon
carrying. Involvement with nonfamilial adults
may be especially critical to impoverished
youth, such as those participating in this
study; parents of these youth are often highly
stressed and lack the time and energy to
engage in activities with their children …. (p.
41).

Mentoring programs
… are one way such youth can
increase their involvement
with nonfamilial adults….
with the aim of helping the
young person better negotiate
life’s difficulties (p. 41)

Forschungsarbeit Nr. 3
Fox, James Alan + Jenna Savage
Northeastern University Boston
maSS murdEr goES to
CollEgE: an Examination
of ChangES on CollEgE
CampuSES folloWing
Virginia tECh
American Behavioral Scientist, 2009

…compile and discuss the recommendations
most often put forth by task force reports published
in the wake of these episodes. Although some
proposals can increase the security and well-being
of the campus community, others may be
inappropriate and even carry unacceptable negative
consequences. The problem rests partly in the
implicit assumption that effective strategies for
secondary schools will seamlessly translate to a
college environment. However, campus shootings
are not just Columbine graduated to higher
education, as differences in assailant motivation and
setting warrant divergent strategies for prevention
and response.

Recommendations from existing reports …
Emergency Plan –95 %
Emergency Mass Communication System –95 %
Multidisciplinary Team (crisis analysis/ prevention) –80 %
Train personnel privacy matters –80 %
Coop. local health agencies/key partners commun. –75 %
Train emergency plans –75 %
Train students, faculty, staff (communication systems, roles,
responsbilities –70 %
….
Install locking systems in all buildings –25 %
Secure buildings with keyless locking devices –25 %
…
All entrance/exit gates are manned 24 hours a day –5 %

Campus lockdown?
Although a gunman loose on
campus grounds may not be able to
enter classrooms and other
buildings, so too would potential
victims be left stranded without
refuge if stalked by the shooter
(p.1469 f.)

Threat Assessment Team (TAT)
… can be … helpful in identifying
potential problem students and guiding
them toward the help they need ….
However, special care must be taken not to
overreact to relatively harmless, although
disturbing, behaviors. The TAT must be
careful to consider all the pieces of the
puzzle, including the context in which
behaviors occurred, before coming to
conclusions (p.1471)

Role-playing drills
… engaging in active shooter role-playing drills.
Some, quite reasonably, are involving only
campus security and local authorities in training
drills undertaken during school vacation. Others,
not so wisely, are involving the students in their
tactical exercises. Some students volunteer as
victims, lying still in pools of ketchup, while
others huddle in corners waiting out the realistic
drama. But given the incredibly low risk, it may
not be worth the potential emotional trauma. (p.
1473).

Security video
Rather, a new security video, produced and
distributed by a security consulting firm especially
for students, demonstrates tips and techniques on
how to survive an active shooter attack on campus,
and has been adopted by many colleges to prepare for
a potential rampage … However, it is important to
consider the potential negative side effects of this
type of preparation. Although some parents and
students may simply view the tips as helpful, others
may interpret this preparation as an indication of a
high risk of violence at the particular college or
university. (p. 1473)

Struggle with academic achievement –pressure/strain
… students in graduate … programs often lack balance in
their personal lives, narrowly focusing on academic work
and training to the exclusion of other interests and other
people in their lives.… struggling to get by with just passing
grades. No longer supported financially by parents, they
experience great pressure to juggle assistantship activities or
outside employment with coursework and thesis research,
with little time for attending to social networks. … entire
lifestyle and sense of worth may revolve around academic
achievement…. personal investment in reaching a successful
outcome can be viewed as a virtual life-or-death matter.
…perception …intensified for foreign graduate students from
certain cultures where failure is seen as shame on the entire
family. (p.1475)

Recommendations by (Fox 2008):
… thorough system of assessment for academic
progress, …withdraw students whose chance of
success in a reasonable amount of time appears
remote …Train faculty members to deal effectively
with problem students and to be aware of the
appropriate limits of their power over the lives of
students. … Encourage and support graduate student
organizations that focus beyond academic and
professional matters. …Strive not to set
unreasonable expectations for graduate and
professional students that would force them to
abandon or ignore other important aspects of their
lives. (p.1476)

concept of “student centeredness”
… should be seen as more than just
words.…enhance the campus climate and the
well-being of … students and staff members.
…that faculty and administrators do not abuse
their power over the lives and careers of
students (graduate students in particular) as
well as colleagues. This extends to grading
issues, disciplinary matters, and advising roles,
as well as mentoring and assessment of faculty
colleagues. (p.1477)

Forschungsarbeit Nr. 4
E. Brank et al.
University of Florida
Will thEy tEll?
WEaponS rEporting By
middlE-SChool youth
Youth Violence and Juvenile Justice, 2007

Adult involvement
…majority of students indicated that they
would be willing to report … students
who perceived adult or parental
involvement in their lives were more
willing to report. In contrast, students
with delinquent involvement (self or
peers) were significantly less likely to
report the presence of weapons. (p.125).

Forschungsarbeit Nr. 5:
Adam Watkins:
University of North Carolina Wilmington
EffECtS of Community,
SChool and StudEnt
faCtorS on SChool-BaSEd
WEapon Carrying
Youth Violence and Juvenile Justice, 2009

Community Conditions: no effect
Extant research has theorized that community
conditions affect the level of student violence in and
around schools, yet few studies have tested this
proposition directly. This research does so by
assessing whether social conditions in a school’s
attendance area affect the likelihood of students
bringing weapons to school. Current results indicate
that the level of economic disadvantage,
residential mobility, and violent crime in a school’s
attendance area are unrelated to student-level
weapon carrying. (p.386)

Forschungsarbeit Nr. 6
David Altheide
Arizona State University, Tempe
thE ColumBinE ShootingS
and thE diSCourSE of fEar
American Behavioral Scientist, 2009

qualitative media analysis…
examines …the public presentations and
news accounts of the “meanings of
Columbine,” with particular emphasis on
violence, crime, youth, popular culture,
surveillance, social control, and terrorism.
Analysis suggests that Columbine was
merged with terrorism as part of the
broader frame of fear and national
security. (p. 1354)

Forschungsarbeit Nr. 7
Benjamin Frymer
Sonoma University California
thE mEdia SpECtaClE
of ColumBinE:
aliEnatEd youth aS
an oBJECt of fEar
American Behavioral Scientist, 2009

Alienated youth
…youth violence and “delinquency” have frequently
generated fear of alienated youth in American life, …
since the 1950s, the media coverage of the Columbine
shootings reconstructed youth alienation in novel ways,
generating a new fear and reality of “alien” youth.
Analysis of both print and television media shows that
following Columbine, school shooters have come to stand
for an entire constellation of threats and troubles now
ostensibly emanating from the very lifeworlds of
formerly harmless White suburban youth. These
lifeworlds have been typically framed in terms of
alienation: as new forms of adolescent estrangement
from parents, schools, and the major institutions and
dominant culture of American life. (p.1387)

Narratives of Alienated Yo ut h I
1. … members of a disturbed, nihilistic cult called the
TRENCH COAT MAFIA… dark, twisted teen
subculture … obsession with hate, violence, and deathly
despair. …core members of this gothic subculture that
worshipped the devil, inhaled large quantities of drugs, and
celebrated the “satanic music” of Marilyn Manson...
2…..killers, inspired by Manson and German industrial rock,
were consumed with hate toward “JOCKS” and
minorities …planned … shootings to … kill Columbine’s
athletes and black students. .. reported to be neo-Nazis who
killed to glorify a master race …

Narratives of Alienated Youth II
3. killers … caught up in the seductive virtual world of
media violence itself and lived on the border between a
media culture obsessed with celebrity killers and their own
private imaginary world of violent, military-style video
games
4. Klebold and Harris … pushed to the breaking point by
Columbine’s archetypal bullies taking a school turf war …
too far. In this media frame,…ideology of youth as irrational
and prone to violence … Littleton … Lord of the Flies.
5. …devils in disguise—either evil, cold, and calculating or
psychopathic, but in any event NATURAL BORN
KILLERS. (p.1391)

Instant Television Coverage
the late morning of April 20, 1999, the
local Denver news stations picked up
reports on the police wires that something
“major” was happening at Columbine
High School. As police SWAT teams
arrived and moved in, the national
networks picked up the story and
broadcast the images of Columbine
students running for their lives. (p.1392)

media personas I
… monstrous creations of an American society
unwoven by fragmentation, virtuality, and
nihilism…hated jocks, admired Nazis and scorned
normalcy… devotees of the Gothic subculture …
white supremacists, but loved music by antiracist
rock bands. . . . sprinkled bits …all over the
Internet—a line drawing of a gun-toting attacker
here, a self-portrait as marauding avenger there,
lyrics from German rockers laced throughout …a
page on Harris’s Web site appears with detailed plans
for constructing bombs.

media personas I
. . . in the private world they shared online,
Harris and Klebold lived in a dark, dangerous
place… shoot-em-up game Doom, Harris was
not merely a player. …created new levels
…distributed his new Doom worlds on the
Internet. . . . dabblers, skimming through the
fringes of the culture, searching, tasting,
shouting and, in the end, finding nothing that
could make them whole. (p.1400)

Forschungsarbeit Nr. 8
Gary Kleck
Florida State University, Tallahassee
maSS ShootingS in SChoolS:
thE WorSt poSSiBlE CaSE for
gun Control
American Behavioral Scientist, 2009

Gun culture
…most frequent policy lesson drawn following
the Columbine school shootings …the need for
more gun controls…specific gun control
measures proposed in their aftermath were
largely irrelevant and almost certainly could not
have prevented the incidents or reduced their
death tolls…restrictions on gun shows, child
access prevention laws mandating locking up
guns, and bans on assault weapons…
exploitation of school shootings for the
advocacy of irrelevant gun controls (p. 1447)

Forschungsarbeit Nr. 9:
Karen Tonso
Wayne State University, Detroit, Michigan
ViolEnt maSCulinitiES aS
tropES for SChool
ShootErS: thE montréal
maSSaCrE, thE ColumBinE
attaCk, and rEthinking
SChoolS
American Behavioral Scientist, 2009

Violent masculinities as tropes:
“school shooter” encoded ways to react in
situations where some young men felt unfairly
subordinated in society … used deadly violence
to assert and reclaim the “rightful” places they
felt denied…seemed to borrow from violent
masculinities, common socioculturally produced
images, or tropes, for acting … extreme versions
of these tropes, …everyday sociocultural
contexts where violent masculinities are
produced, reinforced, and valorized. (p.1266)

Columbine’s culture of violence…
…the ways that staff and
administration ignored violent student
social interactions (which tacitly
supported the sociocultural production
of a social order underpinned by
violence)… (p. 1275).

jock ideals of manhood
… Columbine shooters found themselves subordinated in the
Columbine culture from a subset of athletes, the religious
right, and the school administration, which tended to favor
some students... Outcasts, including the shooters … of a
particular form of bully prevalent in U.S. high schools: the
jock. A certain sort of athlete, and thus elevated via school
rituals, jocks exemplify a minority ruling a large social
institution. …jocks deployed violence by physically and
verbally abusing their peers, especially men who failed to live
up to jock ideals of manhood. Also, some students with ties to
Christian evangelical churches held themselves above others
and received preferential treatment in schools, even as these
students failed to live up to the conduct codes of their religious
beliefs. (p.1276)

masculine gender performance
…school massacre as a masculine gender
performance…. Western culture equates violence with
masculinity, …act as a deliberate plan designed to
control the image others have of the killer (as a
powerful and masculine individual) in the socially
approved manner for men, with violence. By one last
catastrophic show of force, continually humiliated,
ignored, and emasculated boys … regain lost feelings
of masculinity, pride, and power and possibly result in
the added bonus of achieving international fame.
(Levin & Madfis p.1238, Forschungsarbeit Nr. 1)

School culture changes:
The shooters believed
they could expect no
help from the school
itself (p. 1276)

School culture changes:
recognizing the ways that schools are
complicit in the production of school
shooters, changing the culture and
climate of schools, and providing
paths toward other identities whose
associated ways of acting in the world
do not rely on either violence or
supremacy. (p. 1279)

School culture changes:
…the damage done by building hierarchies of
power among students, students would suffer
less marginalization, come to appreciate the
diversity of their classmates, and develop
ways to think about others without resorting
to violent means to regain some undeserved
privilege... social, cultural, and institutional
normalities must be radically transformed if
we are to stop rampage violence. (p. 1281)

Anknüpfungspunkte für Schulpädagogik
-Emotionales und soziales Lernen fördern
- Beratung für Jugendliche in Krisen
-Problematische Rolle der Medien hinterfragen
-Bedeutung von Bindung/ päd. Beziehung
Bindung = Vertrauen = Sicherheit
-Mentoren-Programme
-Kulturelle Skripte einer gewalttätigen Männlichkeit
hinterfragen
-Bedeutung von inklusiven, pro-sozialen und
kooperativen Schulkulturen: Dazugehören jedes
Einzelnen = Sicherheit für alle