Early comprehensive school health is a start to stopping carnage

“Dylan Klebold (Columbine) was an extreme and rare case (psychotic). A vast majority of depressives are a danger only to themselves. But it is equally true that of the tiny fraction of people who commit mass murder, most are not psychopaths like Eric Harris or deeply mentally ill like Seung-Hui Cho at Virginia Tech. Far more often, they are suicidal and deeply depressed. The Secret Service’s landmark study of school shooters in 2002 determined that 78 percent of those shooters had experienced suicidal thoughts or attempts before mass murder,”

—From “Don’t Jump

to Conclusions about Killer,” by Jim Cullen, July 21, 2012.

We need accurate information framed around violence prevention to begin to heal. The myth is that the theater shooting is discrete and an anomaly. This was a 25 year-old crime in development that was ignored until the shots were fired. Testimonies will focus on Mr. Holmes’ record of shyness, aloneness, disconnect, etc., but statements will be made that there was “something off/odd” about shooter (i.e. Bethel, Virginia Tech, Columbine shooters).

I think, as someone who studies community building, that the tragedy is really a community issue. The shooter’s “under the radar” behavior and perceived anonymity/invisible-ness needs to be a “loud scream” in his family-of-origin, his relationships, associates/classmates, and we need to “act” on intuitive sense/hunch.

We can still respect individual liberties, but let’s not ignore the “perceived” shunned ones. This shooting is an unexplored version of the ‘bystander effect” in bullying. There are many similarities between bullying and the latest tragedy, including the use of power (weapons, social), interventions needed (education, treatment, prevention programs), and the fact that many don’t act (“bystanders”) on the perpetrator’s isolated or abusive behaviors in the culture (school or community), etc.

Listening and acting on “intuition” is something many don’t practice, pray about, or honor. We don’t teach how to recognize or act on or practice it (intuition). We pass-off hunches as insignificant. Before you dismiss me...listen carefully to what people say about the shooter. Also, listen to “bystanders” (family, friends, fellow students, etc.) as much as the shooter. You’ll hear more about the weapons than how human exclusion (whether self imposed or not) can affect human behavior (i.e. Virginia Tech).

Community/neighborhoods need to embrace and fully include people who experience mental health challenges and disabilities. This means families need to recognize and seek help for loved ones who demonstrate symptoms of depression. If you’re sitting there thinking, “well this doesn’t apply to me or my family”...you’re wrong.

Here’s a challenge that will open your eyes...go and sit-in on ALANON, AA, Sex Addicts Anon., etc. meetings and listen to stories from brave participants. No, even better, commit to going for six months. Listen very carefully and reflect on immediate and extended family members’ behaviors/lives...even those who have died. Depression may be an inherited genetic predisposition for many. The ultimate form of prevention may be knowing your newborn has a high likelihood, or is predisposed, to “depression.” Intervention can happen in childhood, if symptoms demonstrated.

Developmental theorists suggest that, due to brain plasticity (growth flexibility), interventions of all kinds — from speech to cognitive to behavioral...are more likely to have a positive affect/correction in early childhood, than when untreated, harmful behaviors are addressed (or not) by teen years — early 20’s. I would add, too, please study/observe your boys. No girl shooters to date.

Signs and symptoms of depression in children include:

• Irritability or anger.

• Continuous feelings of sadness and hopelessness.

• Social withdrawal.

• Increased sensitivity to rejection.

• Changes in appetite — either increased or decreased.

• Changes in sleep — sleeplessness or excessive sleep.

• Vocal outbursts or crying.

• Difficulty concentrating.

• Fatigue and low energy.

• Physical complaints (such as stomachaches, headaches) that don’t respond to treatment.

• Reduced ability to function during events and activities at home or with friends, in school, extracurricular activities, and in other hobbies or interests.

• Feelings of worthlessness or guilt.

• Impaired thinking or concentration.

• Thoughts of death or suicide.

Schools and neighborhoods need to create a comprehensive school health education approach that begins before kindergarten (age 3 for children with disabilities) and extends to 12th grade, or age 21 for students with disabilities. The comprehensive health model includes curriculum and methods that address 10 areas of individual and community health like exercise, mental health, family living, nutrition, substance abuse, etc. Professionals in school counseling, health education, physical education, school administration, etc. and collaborate to address students’ physical, affective (social-emotional), cognitive and spiritual health. Comprehensive health model includes involves families and primary care givers with parent education and training. The state of Montana is an excellent working model.

Paul Maguire is a Palmer resident and former professor at the University of Alaska Anchorage. He is the facilitator of the Center for Creating Peaceful Neighborhoods, and advocates for eliminating bullying and fully including all people in community.