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Do
No Harm – Intent should be to get help for a child
early, not to exclude, isolate, or punish a child, not used as a
checklist for formally identifying a child.
Rule
of Thumb – Assume that these warning signs, especially
when presented in combination, indicate a need for further analysis
to determine an appropriate intervention. Understand that most children
who are troubled and at risk for aggression typically exhibit multiple
warning signs – more that one sign, repeatedly and with increasing
intensity over time. It is important not to overreact to single signs,
words, or actions.
Social Withdrawal – In some situations, gradual
and eventually complete withdrawal from social contacts can be an
important indicator of a troubled child. The withdrawal often stems
from feelings of depression, rejection, persecution, unworthiness,
and lack of confidence.
Excessive
Feelings of Isolation and Being Alone – Research has
shown that the majority of children who are isolated and appear to
be friendless are not violent. In fact, these feelings are sometimes
characteristic of children and youth who may be troubled, withdrawn,
or have internal issues that hinder development of social affiliations.
However, research also has shown that in some cases feelings of isolation
and not having friends are associated with children who behave aggressively
and violently.
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. Some aggressive children who are rejected
by non-aggressive peers seek out aggressive friends who, in turn,
reinforce their violent tendencies.
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.
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.
If not given adequate support in addressing these feelings, some
children may vent them in inappropriate ways-including possible aggression
or violence.
Low
School Interest and Poor Academic Performance – Poor
school achievement can be the result of many factors. It is important
to consider whether there is a drastic change in performance and/or
poor performance becomes a chronic condition that limits the child’s
capacity to learn. In some situations-such as when the low achiever
feels frustrated, unworthy, chastised, and denigrated-acting out
and aggressive behaviors may occur. It is important to assess the
emotional and cognitive reasons for the academic performance change
to determine the true nature of the problem.
Expression
of Violence in Writings and Drawings – Children and
youth often express their thoughts, feelings, desires, and intentions
in their drawings and in stories, poetry, and other written expressive
forms. Many children produce work about violent themes that for the
most part is harmless when taken in context. 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.
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 heath specialist-to
determine its meaning.
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.
Patterns
of Impulsive and Chronic Hitting, Intimidating, and Bullying Behaviors -
Children often engage in acts of shoving and mild aggression. However,
some mildly aggressive behaviors such a constant hitting and bullying
of others that occur early in children’s lives, if left unattended,
might later escalate into more serious behaviors.
History
of Discipline Problems – Chronic behavior and disciplinary
problems both in school and at home may suggest that underlying emotional
needs are not being met. These unmet needs may be manifested in acting
out and aggressive behaviors. These problems may set the stage for
the child to violate norms and rules, defy authority, disengage from
school, and engage in aggressive behaviors with other children and
adults.
Past
History of Violent and Aggressive Behavior – Unless
provided with support and counseling, a youth who has a history of
aggressive or violent behavior is likely to repeat those behaviors.
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. 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. 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. In the presence of such signs it is important to review
the child’s history with behavioral experts and seek parents’ observations
and insights.
Intolerance
for Differences and Prejudicial Attitudes - All children
have 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. Membership in hate groups or the willingness
to victimize individuals with disabilities or health problems also
should be treated as early warning signs.
Drug
Use and Alcohol Use – Apart from being unhealthy behaviors,
drug use and alcohol use reduces self-control and exposes children
and youth to violence, either as perpetrators, as victims, or both.
Affiliation
with Gangs – Gangs that support anti-social values
and behaviors – including extortion, intimidation, and acts
of violence toward other students – cause fear and stress among
other students. Youth who are influenced by these groups – those
who emulate and copy their behavior, as well as those who become
affiliated with them – may adopt these values and act in violent
or aggressive ways in certain situations. Gang-related violence and
turf battles are common occurrences tied to the use of drugs that
often result in injury and/or death.
Inappropriate
Access to, Possession of, and Use of Firearms – Children
and youth who inappropriately possess or have access to firearms
can have an increased risk for violence. Research shows that such
youngsters also have a higher probability of becoming victims. Families
can reduce inappropriate access and use by restricting, monitoring,
and supervising children’s access to firearms and other weapons.
Children who have a history of aggression, impulsiveness, or other
emotional problems should not have access to firearms and other weapons.
Serious
Threats of Violence – 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. 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.
This
material was reproduced from: Dwyer, K., Osher, D., and Wagner, C.
(1998).
Early Warning Timely Response: A Guide to Safe Schools.
Washington, D.C.: U.S. Department of Education.
School Violence
http://cecp.air.org/school_violence.asp
APA Help Center
http://www.apahelpcenter.org/featuredtopics/feature.php?id=38
Melissa Institute
http://www.melissainstitute.org
Stop Bullying Now
http://www.stopbullyingnow.hrsa.gov
Safe youth
http://www.safeyouth.org/scrips/topics/parenting.asp
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