Adapted from Intermediate CIT Course Number 3841 Texas Commission on Law Enforcement Officer Standards and Education

1
Adapted from Intermediate CIT Course Number 3841
Texas Commission on Law Enforcement Officer
Standards and Education

• Crisis Intervention
• In the Classroom

2
Crisis Intervention For The Classroom

• Originally for Peace Officers, weve adapted it.
• Purpose To develop a basic understanding of
  mental illness and offer strategies for dealing
  with a psychological crisis.

...and do it in just 1 hour!
3
Helpful Resource

• ASSISTING THE DISTRESSED STUDENT
• www.venturacollege.edu/assets/pdf/shps_assistingdi
  stressedstudent.pdf

4
Other Resources

• Deadly Lessons Understanding Lethal School
  Violence
• http//www.nap.edu/catalog.php?record_id10370
• Understanding Mental Illness Factsheet
• http//www.samhsa.gov/MentalHealth/understanding_M
  entalllness_Factsheet.aspx

5
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

6
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
7
And thus, C.I.T.

• Recognize the community mindset as it relates to
  the mentally ills relationship with law
  enforcement personnel

8
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.

9
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 non-confrontational. Such a
  requirement to, in effect, switch gears is
  diametrically opposed to the way officers are
  routinely expected to control conflict.

10
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.

11
From Police to Instructors

• We transition then into the classroom.

12
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_assi
  stingdistressedstudent.pdf

13
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
• (Sourcehttp//www.venturacollege.edu/assets/pdf/s
  hps_assistingdistressedstudent.pdf)

14
Chos Communications With Instructors

• http//www.collegiatetimes.com/topic/cho

Seung-Hui Cho
Crisis escalated to Emergency!
15
Mental Illness Is Not A Crime!

• Mentally ill are not criminals.
• Mentally ill are not less intelligent.
• Mentally ill can lead productive, fulfilling
  lives.

16
Crisis Intervention in The College Classroom?

• A students behavior, especially if it is
  inconsistent with your previous observations,
  could well constitute an inarticulate attempt to
  draw attention to his/her plightcry for help.

17
The College Classroom (continued)

• A change in an individuals 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_assist
  ingdistressedstudent.pdf

18
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.

19
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.

20
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.

in the classroom, too
21
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 non-confrontational stance
  with the subject.

For police
22
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

23
Basic Facts

• Anyone can have a mental illness, regardless of
  age, gender, race or socio-economic level.
• Mental illnesses are more common than cancer,
  diabetes, heart disease or AIDS.
• Mental illness can occur at any age.

24
Basic Facts

• 20 - 25 of individuals may be affected by mental
  illness.
• 7.5 million children are affected by mental,
  developmental or behavioral disorders.

25
Basic Facts

• Nearly two-thirds of all people with a
  diagnosable mental disorder do not seek
  treatment.

26
Four Main Categories

• Four prominent categories of mental illness.

27
Categories of mental illness

• Personality Disorders
• Mood Disorders
• Psychosis
• Developmental Disorders (not mentioned today)

28
Personality Disorders

• Personality Disorders as they relate to educator
  contact.

29
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.

30
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.

31
Three Most Common Personality Disorders

• Three most common personality disorders
  encountered by law enforcement officers, may very
  well be seen in the classroom.

32
Personality Disorders

• Paranoid
• Antisocial
• Borderline

33
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.

34
Personality Disorders Antisocial

• Most commonly in males.
• Irresponsible antisocial behavior.
• Diagnosed after age 18.
• Trouble with authority.
• Know doing wrong, do it anyway.

35
Antisocial - Traits

• History of truancy or runaway
• Starting fights
• Using weapons
• Physically abusing animals or people
• Lying
• Stealing or other illegal behavior

36
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

37
Borderline (continued)

• Recurrent suicidal threats
• Chronic feelings of emptiness or boredom
• Feelings of abandonment

SUICIDE
38
Prevalent Behaviors

• Identify prevalent behaviors associated with
  personality disorders.

39
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.

40
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.

41
Recognizable Behaviors continued

• Impaired judgment
• Explosive temper
• Increased spending
• Delusions

42
Suicide Mental Illness

• Suicide and its relationship with mental illness.

43
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.

44
Some Startling Facts

• Nearly 20 of people diagnosed with bipolar
  disorder die from suicide
• 10 - 15 of people diagnosed with Schizophrenia
  die from suicide

45
Mood Disorders

• Mood Disorders as they relate to officer and
  educator contact.

46
Causes of Mood Disorders?

• Researchers believe that a complex imbalance in
  the brains chemical activity plays a prominent
  role in selectivity (SAMHSA) .
• Environmental factors can trigger or buffer
  against the onset.

47
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

48
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.

49
Major Depression

• Unlike normal emotional experiences of sadness,
  loss, or passing mood states, major depression is
  persistent and can significantly interfere with
  an individuals thoughts, behavior, mood,
  activity, and physical health.

50
Symptoms of Major Depression

• Pronounced changes in sleep, appetite, and energy
• Profoundly sad or irritable mood
• Difficulty thinking, concentrating, and
  remembering
• Chronic fatigue

51
Symptoms continued

• Physical slowing or agitation
• Loss of interest in usual activities
• Feelings of hopelessness or excessive guilt
• Recurrent thoughts of death or suicide

52
Symptoms continued

• Persistent physical symptoms that do not respond
  to treatment, such as headaches, digestive
  disorders, and chronic pain.

53
Depression Causes

• There is no one single cause of major depression.
  Psychological, biological, genetic, and
  environmental factors may all contribute to its
  development.

54
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.

55
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.

56
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.

57
Ups Downs Of Manic Depression

• Highs get fewer
• Lows get worse prolonged

58
Symptoms of Mania

• Elated, happy mood or irritable, angry,
  unpleasant mood
• Increased activity or energy
• Inflated self-esteem
• Decreased need for sleep

59
Symptomscontinued

• Streaming ideas or feeling of thoughts racing
• More talkative than usual
• Excessive risk-taking
• Ambitious often grandiose plans
• Increased sexual interest and activity

60
Manic Depression Video

• View Manic Depression video

61
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.

failure in school?
62
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.

63
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.

64
Psychosis

• Psychosis and how it relates to officer
  (educator) contact.

65
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

66
Psychosiscontinued

• Inappropriate affect
• Regressive behavior
• Reduced impulse control and
• Impaired reasoning of reality.

Social Work Dictionary, 2nd Edition, by Robert
L. Baker
67
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.

68
Psychosis common experiences

• Hearing voices Die, die, die, Kill yourself,
  Youre no good, They are going to get you.
• Feelings of Paranoia
• Visual hallucinations
• Heightening of senses

69
Psychosis Cues

• Behavioral/emotional cues a person displays when
  experiencing a psychotic episode.

70
Cues

• Behavioral Cues Inappropriate dress, impulsive
  body movements, causing injury to self.
• Emotional Cues Lack of emotional response,
  inappropriate emotional reactions.

71
Class Exercise

• Volunteers Anyone?

72
Psychosis Video

• (View 20/20 newscast from Train the Trainer
  materials)

73
1.2.12. Schizophrenia

• Discuss Schizophrenia as it relates to psychosis.

74
Schizophrenia

• Group of psychotic disorders characterized by
  changes in perception.
• Affects a persons ability to think clearly,
  manage his or her emotions, make decisions,
  relate to others, and distinguish fact from
  fiction.

75
Distorted thinking

• Results in
• Hallucinations
• Poor processing of information/Attention deficit
• Illogical thinking that can result in
  disorganized and rambling speech and delusions.

76
Changes in Emotion

• May overreact to situation.
• Have flat effect (Decreased emotional
  expressiveness, diminished facial expression and
  apathetic appearance).

77
Changes in Emotioncontinued

• Anhedonia Lacking pleasure or interest in
  activities that were once enjoyable.
• Withdrawn Media tends to portray as violent
  which is very rare.

78
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 10-15 of
  people with schizophrenia commit suicide.

79
1.2.14. Psychotic Episode

• Communicative approach an officer (or educator)
  should take when confronting a person in a
  psychotic episode.

80
Communicative Approach

• Be cautious.
• Never startle the person.
• Be patient, you may have to repeat several times.
• Try to learn the persons name and use it.
• Talk in a calm, soft tone of voice.

81
Advanced Communication Modes

• Advanced modes of communication.

82
In The First 3 Minutes

• List the components of the first three minute
  assessment.

3 minutes
83
First Three Minute Assessment Four Components

• Elements of Evaluation
• Intellectual Functioning
• Behavioral Reactions
• Emotional Reactions

84
Evaluate Intellectual Functioning

• Clear/Alert vs. Foggy/Confused
• Difficulty in Understanding
• Stream of Mental Activity
• Over Productive
• Delusions/Hallucinations

85
Behavioral Reactions

• Attitude
• Controlled Behavior
• Coordination/Gait
• Distrusting/Withdrawn/Isolates Self
• Shy/Meek/Introverted

86
EvaluateEmotional Reactions

• Low/Depressed/Sad
• Volatile/Emotional swings
• Helpful/Motivated/Caring
• Suspicious
• Irritable/Annoyed/Angry
• Bitter
• Bullying

87
Strange Behavior Can Serve As A Signal
88
Northern Illinois University, Feb. 14, 2008

• A college gunmen was "off his medication" for an
  undisclosed condition before he opened fire on an
  Illinois university campus, the police chief of
  DeKalb, Ill. said Thursday.

Stephen Kazmierczak
Source http//www.foxnews.com/story/0,2933,330805
,00.html
5 dead - 15 wounded
89
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.

90
L.E.A.P.S.

• L isten
• E mpathize
• A sk
• P araphrase
• S ummarize

91
Characteristics to Positive Communication

• Introductions
• Opening Statements
• Reflecting Statements
• Methods for Gaining Trust
• Communication to Defuse

Communication
92
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

93
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.

94
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

95
Methods for Gaining Trust

• Honesty/Sincerity
• Follow Through
• Validation of Positive Actions
• Forewarn

96
Examples

• Im 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
• Id like you to go to the counseling center if
  you dont mind, Im going to walk with you.

97
Communication to Defuse

• Show understanding/empathy
• Reassure
• Allow ventilation

98
Barriers

• Barriers to active communication.

99
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.

100
Barrier Lack of Active Listening

• Arguing
• Criticizing
• Jumping to Conclusions
• Pacifying

• Derailing
• Moralizing
• Name-Calling
• Ordering
• Patronizing

101
Active Listening

• Discuss three levels of active listening.

102
Three Levels of Active Listening

1. Listening to Words
2. Listening to Whole Messages
3. Reflecting the Whole Message

103
Techniques to Active Listening

• Repeating
• Paraphrasing
• Reflection of Feelings

104
Repeating

• Simply restate what the person has said in his
  words
• This helps ensure you heard what you think you
  heard
• If possibleuse less provocative language to
  defuse a situation
• Blowing someone away vs.
• Harming
  someone

105
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.

106
Reflection of Feelings

• Express awareness of other persons feelings
• Example
• You sound depressed.

107
Top 5 Things Not To Say

• You do not have a headache from a computer chip
  planted in your brain
• Youre acting crazy.
• I dont have time for this foolishness.
• Youre over-reacting.
• Youre not really going to kill yourself.

108
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.

He just "snapped!"
109
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

110
Basic Strategies

• Basic strategies that are necessary when
  communicating in crisis situations.

111
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.

112
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.

Discuss with class before it happens
113
Communication/Interaction Skills

• Safety
• Crisis Facts
• Language
• Movements

114
Safety

• Your personal safety comes first.
• Should I be alone with this person?
• If not, then DONT!
• Control the surroundings.
• Closed office or out in open
• Remove harmful obstacles from the surroundings.

115
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.

116
Instructors 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.

117
Strategies For Crisis

• Stay calm
• Avoid crowding
• Restate
• Use persons name
• Give instructions one at a time
• Engagement is pivotal

• Dont underestimate the power of hallucinations
  or delusions
• Ask about treatment history
• Dont express disapproval

118
Language
Sally
Mike
Joe
Tom

• Use persons name frequently
• Avoid direct confrontation, labels and acronyms
• Limit number of instructions

• Be patient and consistent
• Be aware of slower reaction time responses may
  be given slower than you expect

119
Movements

• Be aware of body movements
• People in crisis often need more personal space
• Keep movements slow and deliberate

120
QUESTIONS?
121
Thanks!
122
Overview Of Suicide
123
Watch For Suicide

• Develop a knowledge base concerning suicide and
  the evaluation of danger levels.

124
Suicide

• Commonly stated myths about suicide

125
Myths

• People who talk about suicide wont 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.

126
Fact

• There is no typical suicide victim. It happens
  to young and old, rich and poor.
• 
  

American Association of Suicidology
127
Evaluating Level of Suicidal Danger

• Symptoms?
• Nature of current stressor?
• Method and degree?
• Prior attempt?

128
Levels of dangercontinued

• Acute vs. chronic?
• Medical status?
• Chance of rescue?
• Social resources?

129
Danger to Self

• Intent (actions/words)
• Gross neglect for personal safety
• Specific plan (action/words)
• Plans/means available

130
Danger to Others

• Intent (actions/words)
• Specific person identified
• Agitated, angry, explosive
• Irrational, impulsive, reckless (intent/actual)

131
Statistics
132
Medications

• Name four categories of medications utilized in
  controlling the symptoms of mental illness.

133
Categories of drugs

• Anti-psychotic
• Thorazine, Mellaril, Haldol
• Controls hallucinations
• Ex Schizophrenia

134
Categoriescontinued

• Antidepressants
• Elavil, Prozac, Zoloft
• Control feelings of sadness, hopelessness,
  suicidal thoughts
• Ex depression

135
Categoriescontinued

• Mood Stabilizers
• Tegratol, Lithium, Depakote
• Control mood swings
• Ex bipolar disorder

136
Categoriescontinued

• Anti-anxiety drugs
• Xanax, Valium, Buspar
• Feeling of powerlessness, extreme apprehension,
  panic
• Ex Phobias, Post Traumatic Stress Disorder

137
Side Effects of Meds

• List possible side effects with the use of
  psychotropic medications.

138
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

139
Side effects can be

• Uncomfortable
• Dehumanizing
• Often irreversible

140
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

141
1.4.3.

• Discuss old vs. new medications.
  

VS.
142
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

143
Why Dont 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 enforcementthe above
  deviations are the primary cause of crisis
  concerns.

144
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
145
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
146
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
147
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 briefcasePaul handed two notes
  to second grade teacher Miss Johnston. The notes
  were written illegibly and incoherently an
  explosion

148
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_P
  rior_to_August_1980.htm

149
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.

150
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.

151
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. 

Domestic Violence
152
Columbine High School

• April 20, 1999
• 12 killed
• 23 wounded

153
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-year-old killed his parents, then
  two students in the school cafeteria, on May 21,
  1998.

154
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.