Download Unit Goal:

Crisis Intervention
In the Classroom
Adapted from Intermediate CIT Course Number 3841
Texas Commission on Law Enforcement
Officer Standards and Education
1
Crisis Intervention For The Classroom
• Originally for Peace Officers, we’ve
adapted it.
• Purpose: To develop a basic understanding
of mental illness and offer strategies for
dealing with a psychological crisis.
2
Helpful Resource
ASSISTING THE DISTRESSED
STUDENT
www.venturacollege.edu/assets/pdf/shps_assistingdistressedst
udent.pdf
3
Other Resources
• Deadly Lessons:
Understanding Lethal School
Violence
– http://www.nap.edu/catalog.php?record_id=10
370
• Understanding Mental Illness: Factsheet
– http://www.samhsa.gov/MentalHealth/understanding_
Mentalllness_Factsheet.aspx
4
Origin of the Training
• Memphis (TN) officers shot and killed a
26-year-old male who was cutting himself
with a knife and threatening suicide
• The public outcry in the aftermath of the
shooting caused the mayor to establish a
task force
5
Headlines…
“Training urged after police
shooting”
“The weekend death of a mentally
disabled man shot by a Miami-Dade
police officer… department to offer
its officers more intensive
training.”
— The Miami Herald
— Herald.com
— Posted Thursday, October 28, 2004
6
And thus, C.I.T.
• Recognize the community mindset as it
relates to the mentally ill’s relationship
with law enforcement personnel
7
The Law Enforcement Paradox
• By taking a less physical, less
authoritative, less controlling, less
confrontational approach the officer
usually has more authority and control over
the person in a mental health crisis.
8
Police Magazine (March 2000)
• “The essential difference between suspect
encounter training, that officers
traditionally receive, and how to approach
the mentally ill is the need to be nonconfrontational. Such a requirement to, in
effect, switch gears is diametrically
opposed to the way officers are routinely
expected to control conflict.”
9
Police Magazine (March 2000)
• “The same command techniques that are
employed to take a criminal suspect into
custody can only serve to escalate a contact
with the mentally ill into violence.”
10
From Police to Instructors
• We transition then into the classroom.
11
A Crisis Requires Intervention
• “A psychological crisis situation occurs
when the student feels unable to cope
with the circumstances of his/her life. The
more helpless the individual feels, the
greater the crisis. Typically, a person may
be temporarily overwhelmed and unable
to carry on, but is not in immediate
physical danger.”
•
http://www.venturacollege.edu/assets/pdf/shps_assistingdistressedstudent.pdf
12
Mental Illness can escalate into
violence
A psychological emergency occurs
when a person is:
– Suicidal
– Aggressive towards others
– Gravely impaired: confused, agitated,
disoriented, having hallucinations or
delusions
(Source:http://www.venturacollege.edu/assets/pdf/shps_assistingdistress
edstudent.pdf)
13
Cho’s Communications With
Instructors
• http://www.collegiatetimes.com/topic/cho
Seung-Hui Cho
14
Mental Illness Is Not A Crime!
• Mentally ill are not criminals.
• Mentally ill are not less
intelligent.
• Mentally ill can lead
productive, fulfilling lives.
15
Crisis Intervention in The College
Classroom?
“A student’s behavior,
especially if it is inconsistent
with your previous
observations, could well
constitute an inarticulate
attempt to draw attention to
his/her plight…“cry for help.”
16
The College Classroom (continued)
“…A change in an
individual’s behavior could
also be caused by a change
in his/her psychological
medication or failure to
take medication that day.”
Source:
venturacollege.edu/assets/pdf/shps_assistingdistressedstude
nt.pdf
17
Safety…
• FBI statistics state that mentally ill
consumers are no more prone to
violence than any other area of the
population.
• HOWEVER, the variables (mental instability,
high emotions, possible paranoia/delusions
and substance abuse) can be very
dangerous if not handled appropriately.
18
Safety…
• When a person feels cornered, especially
if psychotic, chances are high their
response would be violent.
• In crisis, reason takes a back seat to
emotion.
19
Law Enforcement Policy Center
• “Officers should avoid approaching the
subject until a degree of rapport has
been developed.”
• “All attempts should be used to
communicate with the person first by
allowing him to ventilate.”
20
Police Research Forum
• “Do not rush the person or crowd
his personal space. Any attempt to
force an issue may quickly
backfire in the form of violence.”
• “He may be waving his fists, or a knife, or
yelling. If the situation is secure, and if no
one can be accidentally harmed by the
individual, you should adopt a *nonconfrontational stance with the subject.”
21
Basic Facts
• There are two distinct types of
mental illnesses
– Serious to persistent mental illnesses
which are caused by psychological,
biological, genetic, or environmental
conditions
– Situational mental illnesses due to severe
stress which may be only temporary
22
Basic Facts
• Anyone can have a mental illness,
regardless of age, gender, race or socioeconomic level.
• Mental illnesses are more common than
cancer, diabetes, heart disease or AIDS.
• Mental illness can occur at any age.
23
Basic Facts
• 20 - 25% of individuals may be affected by
mental illness.
• 7.5 million children are affected by
mental, developmental or behavioral
disorders.
24
Basic Facts
• Nearly two-thirds of all people with a
diagnosable mental disorder do not seek
treatment.
25
Four Main Categories
• Four prominent categories of mental
illness.
26
Categories of mental illness
1.
2.
3.
4.
Personality Disorders
Mood Disorders
Psychosis
*Developmental Disorders (*not mentioned
today)
27
Personality Disorders
• Personality Disorders as they relate to
educator contact.
28
Personality Disorders
• Many individuals who are functioning
well in their lives may still have a
personality disorder.
• Many with personality disorders also
suffer with depression.
• May be seen in persons with chemical
dependency problems.
29
Causes
• May be caused by family history of
physical or emotional abuse, lack
of structure and responsibility,
poor relationship with parent(s),
and alcohol or drug abuse.
30
Three Most Common
Personality Disorders
• Three most common personality
disorders encountered by law
enforcement officers, may very
well be seen in the classroom.
31
Personality Disorders
• Paranoid
• Antisocial
• Borderline
32
Personality Disorders: Paranoid
• Interpret actions of others as
threatening.
• Foresee being harmed.
• Perceive that others have
dismissed them, or they have
been “disrespected” by others.
33
Personality Disorders: Antisocial
•
•
•
•
•
Most commonly in males.
Irresponsible antisocial behavior.
Diagnosed after age 18.
Trouble with authority.
Know doing wrong, do it anyway.
34
Antisocial - Traits
•
•
•
•
•
•
History of truancy or runaway
Starting fights
Using weapons
Physically abusing animals or people
Lying
Stealing or other illegal behavior
35
Borderline
• Most commonly recognized in
females -- possible traits:
– Unstable and intense personal relationships
– Impulsiveness with relationships, spending,
food, drugs, sex
– Intense anger or loss of control
36
Borderline (continued)
• Recurrent suicidal threats
• Chronic feelings of emptiness or
boredom
• Feelings of abandonment
37
Prevalent Behaviors
• Identify prevalent behaviors associated
with personality disorders.
38
Behaviors
• Usually do not seek treatment because
they do not think there is a problem.
• “Normal” functioning, but display
specific personality traits (inflexible,
maladaptive, situational
inappropriateness).
• Believe problems are caused by outside
sources or ‘system’ at large.
39
Behaviors
continued
• Behavior may lead to breaking laws
(theft, hot-check writing, fraud etc.) and
activity in the criminal justice system.
• Alcohol and illegal drugs are commonly
used to ‘self medicate’ as a result of
stress and behavioral consequences.
• Often need treatment for chemical
dependency or depression.
40
Recognizable Behaviors
-
continued…
Impaired judgment
Explosive temper
Increased spending
Delusions
41
Suicide + Mental Illness =
• Suicide and its relationship with mental
illness.
42
Suicide and Mental Illness
• 90% of suicides are reportedly related to
untreated or under-treated mental illness
• The most common mental illness
associated with suicide is depression.
43
Some Startling Facts
• Nearly 20% of people
diagnosed with bipolar
disorder die from suicide
• 10% - 15% of people diagnosed
with Schizophrenia die from
suicide
44
Mood Disorders
• Mood Disorders as they relate to officer
and educator contact.
45
Causes of Mood Disorders?
• Researchers believe that a complex
imbalance in the brain’s chemical
activity plays a prominent role in
selectivity (SAMHSA) .
• Environmental factors can trigger or
buffer against the onset.
46
Common Mood Disorders
• Two most common mood
disorders encountered by law
enforcement officers, and you
as college faculty may see
these in the classroom:
– Depression
– Bipolar Disorder
47
Depression
• Depression is a natural reaction to
trauma, loss, death or change.
• A major depressive syndrome is defined
as a depressed mood or loss of interest at
least two weeks in duration.
48
Major Depression
• Unlike normal emotional experiences of
sadness, loss, or passing mood states,
major depression is persistent and
can significantly interfere with an
individual’s thoughts, behavior, mood,
activity, and physical health.
49
Symptoms of Major
Depression
• Pronounced changes in sleep,
appetite, and energy
• Profoundly sad or irritable mood
• Difficulty thinking, concentrating,
and remembering
• Chronic fatigue
50
Symptoms
continued
• Physical slowing or agitation
• Loss of interest in usual activities
• Feelings of hopelessness or
excessive guilt
• Recurrent thoughts of death or
suicide
51
Symptoms continued…
Persistent physical symptoms that
do not respond to treatment, such
as headaches, digestive disorders,
and chronic pain.
52
Depression: Causes
There is no one single cause of
major depression. Psychological,
biological, genetic, and
environmental factors may all
contribute to its development.
53
Major Depression
• Affects approximately 9.9 million
American adults, or about 5.0 percent
of the U.S. population age 18 and
older in a given year.
54
Major Depression
• Nearly twice as many women as
men suffer from major
depression
• While major depressive
disorder can develop at any
age, the average age at onset is
the mid-twenties.
55
Bipolar Disorder
• Mental Illness (manic depression) involving
mania (an intense enthusiasm) and
depression (as discussed previously).
• Bipolar disorder causes extreme shifts in
mood, energy, and functioning.
• Chronic disease affecting more than two
million individuals in the U.S.
56
“Ups & Downs”
Of Manic Depression
• “Highs” get fewer
• Lows get worse & prolonged
57
Symptoms of Mania
• Elated, happy mood or irritable,
angry, unpleasant mood
• Increased activity or energy
• Inflated self-esteem
• Decreased need for sleep
58
Symptoms…continued
• Streaming ideas or feeling of thoughts
racing
• More talkative than usual
• Excessive risk-taking
• Ambitious often grandiose plans
• Increased sexual interest and activity
59
Manic Depression Video
View “Manic Depression” video
60
Causes?
• Sometimes serious life events such as a
serious loss, chronic illness, or financial
problem, may trigger an episode in
individuals with a predisposition to the
disorder.
61
Bipolar Disorder
• Affects approximately 2.3 million
American adults, or about 1.2 percent
of the U.S. population age 18 and
older in a given year.
62
Bipolar Disorder
• The average age at onset for a first
manic episode is the early twenties.
• Men and women are equally likely to
develop bipolar disorder.
63
Psychosis
• Psychosis and how it relates to officer
(educator) contact.
64
Psychosis: A Definition
• “A group of serious and often
debilitating mental disorders that may
be of organic or psychological origin
and are characterized by some or all of
the following symptoms:
- Impaired thinking and reasoning ability
- Perceptual distortions
- Inappropriate emotional responses
65
Psychosis…continued
-
Inappropriate affect
Regressive behavior
Reduced impulse control and
Impaired reasoning of reality.
Social Work Dictionary, 2nd Edition,
by Robert L. Baker
66
More On Psychosis
• A distortion of reality that may be
accompanied by delusions and
hallucinations.
• Delusion: False beliefs not based
on factual information.
• Hallucination: Distortion in the
senses….experiencing auditory or
visual feedback that is not there.
67
Psychosis: common experiences
• Hearing voices: “Die, die, die,” “Kill
yourself,” “You’re no good,” “They
are going to get you.”
• Feelings of Paranoia
• Visual hallucinations
• Heightening of senses
68
Psychosis: Cues
• Behavioral/emotional cues a person
displays when experiencing a psychotic
episode.
69
Cues
• Behavioral Cues: Inappropriate dress,
impulsive body movements, causing
injury to self.
• Emotional Cues: Lack of emotional
response, inappropriate emotional
reactions.
70
Class Exercise
Volunteers Anyone?
71
Psychosis Video
(View ‘’20/20 newscast’ from “Train the Trainer” materials)
72
1.2.12. Schizophrenia
• Discuss Schizophrenia as it relates to
psychosis.
73
Schizophrenia
• Group of psychotic disorders
characterized by changes in
perception.
• Affects a person’s ability to think
clearly, manage his or her
emotions, make decisions, relate
to others, and distinguish fact
from fiction.
74
Distorted thinking…
• Results in:
- Hallucinations
- Poor processing of
information/Attention deficit
- Illogical thinking that can result in
disorganized and rambling speech
and delusions.
75
Changes in Emotion…
• May overreact to situation.
• Have “flat effect” (Decreased
emotional expressiveness,
diminished facial expression and
apathetic appearance).
76
Changes in Emotion…continued
• Anhedonia: Lacking pleasure or
interest in activities that were once
enjoyable.
• Withdrawn: Media tends to portray
as violent which is very rare.
77
Schizophrenia
• It affects approximately 2.2 million
individuals in the U.S. age 18 and older in a
given year.
• Ranks among the top 10 causes of disability
in developed countries worldwide.
• Higher risk of suicide. Approximately 1015% of people with schizophrenia commit
suicide.
78
1.2.14. Psychotic Episode
• Communicative approach an officer (or
educator) should take when
confronting a person in a psychotic
episode.
79
Communicative Approach
1. Be cautious.
2. Never startle the person.
3. Be patient, you may have to
repeat several times.
4. Try to learn the person’s name
and use it.
5. Talk in a calm, soft tone of voice.
80
Advanced Communication Modes
• Advanced modes of communication.
81
In The First 3 Minutes…
• List the components of the “first
three minute assessment.”
82
First Three Minute Assessment:
Four Components
Elements of Evaluation
• Intellectual Functioning
• Behavioral Reactions
• Emotional Reactions
83
Evaluate: Intellectual Functioning
•
•
•
•
•
Clear/Alert vs. Foggy/Confused
Difficulty in Understanding
Stream of Mental Activity
Over Productive
Delusions/Hallucinations
84
Behavioral Reactions
•
•
•
•
Attitude
Controlled Behavior
Coordination/Gait*
Distrusting/Withdrawn/Isolates
Self
• Shy/Meek/Introverted
85
Evaluate:Emotional Reactions
•
•
•
•
•
•
•
Low/Depressed/Sad
Volatile/Emotional swings
Helpful/Motivated/Caring
Suspicious
Irritable/Annoyed/Angry
Bitter
Bullying
86
Strange Behavior Can Serve As A
Signal
87
Northern Illinois University, Feb. 14,
2008
A college gunmen was "off his
medication" for an
undisclosed condition before
he opened fire on an Illinois
Stephen
university campus, the police
Kazmierczak chief of DeKalb, Ill. said
Thursday.
Source: http://www.foxnews.com/story/0,2933,330805,00.html
88
Northern Illinois University Shooting
It is not known whether Stephen
Kazmierczak, 27, who killed five people
and himself at Northern Illinois
University on Valentine's Day, was
suffering from mental illness or some
other condition. But police did say
that, much like the shooter that left 32
people dead at Virginia Tech in April
2007, Kazmierczak was acting
erractically in the weeks before the
shooting.
89
L.E.A.P.S.
•
•
•
•
•
L
E
A
P
S
isten
mpathize
sk
araphrase
ummarize
90
Characteristics to Positive
Communication
•
•
•
•
•
Introductions
Opening Statements
Reflecting Statements
Methods for Gaining Trust
Communication to Defuse
91
Opening Statements
• Initial contact does several things:
– Establishes leadership role in
conversation
– Identifies ultimate goal to resolve
situation
– Allows student to respond with
immediate thoughts creating dialogue
92
Opening Statements: examples
• “Tell me what your problems are?”
• “I want to understand what you need”.
• “I understand what has happened and I
want to help you understand the
consequences.”
• “I would like to work with you to find
solutions to your problem.”
93
Reflecting Statements
• Encourage Communication
• Neutral Responses/Encourage Talking
• Examples:
– “I see…”
– “Tell me about it…”
– “That would be one solution…”
– “What other options do you have…”
94
Methods for Gaining Trust
•
•
•
•
Honesty/Sincerity
Follow Through
Validation of Positive Actions
Forewarn
95
Examples…
• “I’m not going to lie to you. You made
a failing grade on the test.”
• “You have been straightforward with
me, so I am going to be
straightforward with you…”
• “I’d like you to go to the counseling
center; if you don’t mind, I’m going to
walk with you.”
96
Communication to Defuse
• Show understanding/empathy
• Reassure
• Allow ventilation
97
Barriers
• Barriers to active communication.
98
Level of Communication
• Barrier: Complicated Instructions
• Communicate on a level that is easy for the
consumer to understand and respond.
• Keep vocabulary simple.
Example:
– “I need to talk privately with you.”
OR
– “We need to step out in the hall.”
99
Barrier: Lack of Active Listening
• Arguing
• Criticizing
• Jumping to
Conclusions
• Pacifying
•
•
•
•
•
Derailing
Moralizing
Name-Calling
Ordering
Patronizing
100
Active Listening
• Discuss three levels of active listening.
101
Three Levels of Active Listening
1. Listening to Words
2. Listening to Whole Messages
3. Reflecting the Whole Message
102
Techniques to Active Listening
1. Repeating
2. Paraphrasing
3. Reflection of Feelings
103
Repeating
Simply restate what the person has said in his
words
• This helps ensure you heard what you think
you heard
• If possible…use less provocative language to
defuse a situation
“Blowing someone away” vs.
“Harming someone”
104
Paraphrasing
• Go beyond what was stated in an attempt
to understand the meaning behind the
words.
• Be careful not to lead with your own
feelings.
• Example:
“It sounds like you are really worried
about your family right now.”
105
Reflection of Feelings
• Express awareness of other persons
feelings
• Example:
“You sound depressed….”
106
Top 5 Things Not To Say
• “You do not have a headache from a
computer chip planted in your brain…”
• “You’re acting crazy.”
• “I don’t have time for this foolishness.”
• “You’re over-reacting.”
• “You’re not really going to kill yourself.”
107
Psychological Crisis
“A psychological crisis situation occurs when
the student feels unable to cope with the
circumstances of his/her life….Typically, a
person may be temporarily overwhelmed
and unable to carry on, but is not in
immediate physical danger.
108
psychological emergency
• A psychological emergency exists when the
crisis is so severe that the person is
potentially in danger and may need to be
hospitalized.
• Suicidal
• Aggressive towards others
• Gravely impaired: confused, agitated,
disoriented, having hallucinations or delusions
109
Basic Strategies
• Basic strategies that are necessary when
communicating in crisis situations.
110
In A Crisis, You May Decide To...
• Remove the student from the classroom.
• Remove the classroom from the students.
• Ask the student to call a family member or
close friend.
• Make student aware of resources
(counseling).
• Notify counseling and *law enforcement.
111
In An Emergency, You Should…
• Think safety – students, instructor,
and mentally disturbed.
• “Class is now over” – students
should leave the classroom (unless a
threat exists outside the classroom).
• Call police and counseling – or
have others call.
112
Communication/Interaction Skills
•
•
•
•
Safety
Crisis Facts
Language
Movements
113
Safety
• Your personal safety comes first.
– “Should I be alone with this person?”
– If not, then DON’T!
• Control the surroundings.
– Closed office or out in open
• Remove harmful obstacles from the
surroundings.
114
Crisis Notes
• Person in distress is usually
excited, alarmed or confused.
• Control is very important to
persons in crisis.
• When a person feels cornered,
which translates to lack of control,
they may respond with violence.
115
Instructor’s Response
• Listen. Avoid any physical
contact and allow the student to
talk.
• Assist. Provide a quiet
atmosphere; minimize
environmental stimulation. Give
the student some space. Ask the
student what or who might be
helpful.
• Recognize. Know your
limitations.
116
Strategies For Crisis
•
•
•
•
•
Stay calm
Avoid “crowding”
Restate
Use person’s name
Give instructions
one at a time
• Engagement is
pivotal
• Don’t underestimate
the power of
hallucinations or
delusions
• Ask about
treatment history
• Don’t express
disapproval
117
Language
• Use person’s name
• Be patient and
frequently
consistent
• Avoid direct
• Be aware of slower
confrontation, labels
reaction time…
and acronyms
responses may be
given slower than
• Limit number of
you expect
instructions
118
Movements
• Be aware of body movements
• People in crisis often need more
personal space
• Keep movements slow and
deliberate
119
QUESTIONS?
120
Thanks!
121
Overview Of Suicide
122
Watch For Suicide
• Develop a knowledge base concerning
suicide and the evaluation of danger levels.
123
Suicide
• Commonly stated myths about suicide:
124
Myths…
• People who talk about suicide won’t
commit suicide.
• People who commit suicide are “crazy.”
• Once the person begins to improve, the
risk has ended.
• Prior unsuccessful suicide attempts
means there will never be a successful
suicide.
125
Fact
 “There is no typical suicide victim.
It happens to young and old, rich
and poor.”
American Association of Suicidology
126
Evaluating Level of
Suicidal Danger
• Symptoms?
• Nature of current stressor?
• Method and degree?
• Prior attempt?
127
Levels of danger…continued
• Acute vs. chronic?
• Medical status?
• Chance of rescue?
• Social resources?
128
Danger to Self
• Intent (actions/words)
• Gross neglect for personal safety
• Specific plan (action/words)
• Plans/means available
129
Danger to Others
• Intent (actions/words)
• Specific person identified
• Agitated, angry, explosive
• Irrational, impulsive, reckless (intent/actual)
130
Statistics
Males
Method
Females
66%
Firearms
39%
13%
Poison
40%
15%
Strangulation
10%
1%
Cutting
1%
5%
Other
10%
131
Medications
• Name four categories of medications
utilized in controlling the symptoms of
mental illness.
132
Categories of drugs
• Anti-psychotic
– Thorazine, Mellaril, Haldol
– Controls hallucinations
– Ex: Schizophrenia
133
Categories…continued
• Antidepressants
– Elavil, Prozac, Zoloft
– Control feelings of sadness, hopelessness,
suicidal thoughts
– Ex: depression
134
Categories…continued
• Mood Stabilizers
– Tegratol, Lithium, Depakote
– Control mood swings
– Ex: bipolar disorder
135
Categories…continued
• Anti-anxiety drugs
– Xanax, Valium, Buspar
– Feeling of powerlessness, extreme
apprehension, panic
– Ex: Phobia’s, Post Traumatic Stress Disorder
136
Side Effects of Meds
• List possible side effects with the use of
psychotropic medications.
137
Examples of side effects
•
•
•
•
•
•
Muscle spasms
Protruding tongue
Eyes rolled back
Constant leg movement
Tremors
Uncoordinated
movements
• Impotence
•
•
•
•
•
•
Nausea
Headache
Blurred vision
Weight gain
Fatigue
Liver toxicity
138
Side effects can be…
• Uncomfortable
• Dehumanizing
• Often irreversible
139
Side effects….continued
• Some side effects are permanent, even
after medications are stopped
• Some of these medications are associated
with neurological damage
• Some of these medications can be lethal
140
1.4.3.
• Discuss “old” vs. “new” medications.
141
‘Old’ vs. ‘New’ Medications
• ‘New’ Drugs have significantly fewer side
effects
• ‘Old ’ Drugs still used today especially
with indigent, jail populations etc. due to
lower cost
142
Why Don’t You Take It?
• Three primary reasons why consumers do not
take their medications as prescribed.
– Side effects
– Stigma
– Start feeling better
• Continuous problem for law enforcement…the
above deviations are the primary cause of crisis
concerns.
143
Some Warning Signals
• Social withdrawal.
• Excessive feelings of isolation and
being alone.
• Excessive feelings of rejection.
• Being a victim of violence.
• Feelings of being picked on and
persecuted.
• Low school interest and poor academic
performance.
Source: “Early Warning, Timely Response: A Guide to Safe Schools”
144
Some Warning Signals
• Uncontrolled anger
• Patterns of impulsive and chronic
hitting, intimidating, and bullying
behaviors.
• History of discipline problems.
• Past history of violent and
aggressive behavior.
Source: “Early Warning, Timely Response: A Guide to Safe Schools”
145
Some Warning Signals
•
•
•
•
•
Expression of violence in writings
and drawings
Inappropriate access to firearms
Gang affiliation
Serious threats of violence.
Source: “Early Warning, Timely Response: A Guide to Safe Schools”
146
School Violence Is Not New
•Poe Elementary School, Houston, Texas
•Tuesday, September 15, 1959
49-year-old tile contractor Paul Harold Orgeron
went to his mother's house to pick up his son,
Dusty, so that he could enroll him at Poe
Elementary School… Paul took Dusty to the
school's principal's office, Mrs. R. E. Doty, while
carrying a briefcase…Paul handed two notes to
second grade teacher Miss Johnston. The notes
were written illegibly and incoherently …an
explosion…
147
Poe Elementary School, 1959
“The explosion killed Paul, Dusty,
William Hawes Jr., John Cecil
Fitch Jr., teacher Jennie Kolter and
the school custodian James Arlie
Montgomery. Mrs. Doty had her
clothes torn off from the blast and
the grisly scene even affected the
news reporters as they came to the
site.”
Source: www.columbine-angels.com/School_Violence_Prior_to_August_1980.htm
148
Poe Elementary - Houston
“…Seventeen other
children were
wounded. Earl and Robert
Taylor needed their legs
amputated to survive. Paul
had a been convicted twice
in Louisiana and once in
Texas and for burglary and
theft.”
149
Charles Whitman, Aug. 1, 1966
Whitman killed his mother and
wife. Then he killed a total of 15
people and wounded 31
others. …On Monday, November
12, 2001, survivor David Gunby,
58, died in Fort Worth, Texas. He
was shot in the back by Charles on
August 1, 1966. The medical
examiner ruled his death a homicide
in conjunction with the shootings on
the UT campus.
150
Monday, January 21, 1980
Springbrook High School, Silver Spring,
MD.
Jennifer Czeh, 17, and her boyfriend, Larry
Wayne Crumb, began fighting shortly before
10 this morning in the school's parking
lot. During the fight Larry stabbed her in the
stomach.
151
Columbine High School
• April 20, 1999
• 12 killed
• 23 wounded
152
No Typical Assailant
Students often communicate
their plans before attacks. Kip
Kinkel wrote in his journal,
"Hate drives me. ... I am so
full of rage. ... Everyone is
against me. ... As soon as my
hope is gone, people die."
After he was expelled for
bringing a gun to school in
Springfield, Ore., the 15-yearold killed his parents, then two
students in the school
153
School Violence
“After he was expelled
for bringing a gun to
school in Springfield,
Ore., the 15-year-old
killed his parents, then
two students in the
school cafeteria, on May
21, 1998.”
154