Modern Violence and Weapons in Schools: (Awareness of Dangers in Schools Lesson To: Students, Parent, School Owners, and the Government)

Copyright © 2021 by Dr. Ekomwen Gabriel Uyiosa Rorlins.

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

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Rev. date: 01/29/2021

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CONTENTS

Dedication

Preface

Acknowledgments

Chapter One

1.0. Introduction

1.1. Contemporary Issues of Violence in Our Society

Chapter Two: Overview of Aggression and Violence

2.0. Introduction

2.1. What Is Aggression?

2.2. School Violence

2.3. Patterns of School Violence

2.4. Television Violence

2.5. Violence among Young People in the Society

2.6. Violence and Its Extensive Spread among the Youths in Schools

2.7. Is School Violence a Problem? Yes!

2.8. Is There Also Media Violence?

2.9. Natural Influences in Violence

Chapter Three: Common Weapons Found in Our Schools

3.0. What Is a Weapon?

3.1. School Students Carrying Weapons

3.2. The Standing Order of Weapons Found in Our Schools

3.3. Why Weapons in School?

3.4. Types of Weapons Found in Modern Schools

3.4.1. Shotgun

3.4.2. Shive

3.4.3. Hash Pipe

3.4.4. Double-Barreled Pistol

3.4.5. Mobile Phones as Weapons in Schools

3.4.6. Dummy Submachine Gun

3.4.7. Grappling Hook

Chapter Four: Causes and Signs of Violence and Weapons in Schools

4.0. Causes and Signs of Violence and Weapons in Schools

4.0.1. Parental Involvement as an Important Factor in Determining Potentially Violent Behavior

4.0.2. Mass Media Plays a Tremendous Role in School Violence

4.0.3. Drugs and Gangs

4.0.4. Definition

4.0.5. Where and When Bullying Happens

4.1. Adolescent Substance Abuse

4.1.1. Abuser’s Behavior and Social Theories

4.1.2. At-Risk Students

4.1.3. Teen Suicide

4.1.4. Disorder—Manic Depression

4.1.5. Self-Cutting Resulting to Violent Acts

4.1.6. Cyber Abuse

4.1.7. Environmental Impact as a Contributor to Violence

4.1.8. Gangs in Schools

4.1.9 School Size

4.1.10. Community Settings

4.1.11. Family Background

4.1.12. Nervous Breakdown and Stress as Factors

4.1.13. OCD (Obsessive-Compulsive Disorder)

4.1.14. Transitions in Family Development as a Factor

4.1.15. Physical Factors of Abuse

4.1.16. Physical Abuse and Domestic Violence

4.1.17. The Victim of Physical Abuse

4.1.18. Emotional Abuse

4.1.19. Types of Emotional Abuse

4.1.20. Signs of Emotional Abuse

4.2. School Gangs / Secret Cults

4.2.1. What Are Gangs?

4.2.2. Gang Awareness in Schools Needs to Target Boys and Girls

4.2.3. The Frightening Facts about Gangsters That You Need to Know

4.2.4. The Icy Truth

4.2.5. Girls and Gangs—It’s No Longer Just a Boy’s World

4.2.6. What the Life of a Gangster Really Is

4.2.7. Stories of Gang Initiation That Will Make You Think Twice

4.2.8. Initiation

4.2.9. Effects of Violence and Weapons in Schools

4.2.10. School Violence and How They Affect Students

4.2.11. Risk Factors of Teenage Suicide

4.3. The Loss of Lives

4.3.1. Unplanned Educational Shift

4.3.2. Fear of Other Students

4.3.3. Effects of Bad Parenting on Children

4.4. Several Ways Bad Parenting Can Affect Children

4.4.1. Higher Risk of Psychological Disorders

4.4.2. Poor Performance in School

4.4.3. Depression and Low Self-Esteem

4.4.4. Violence and Behavior Problems

4.4.5. Failure to Thrive

4.4.6. Problems with the Law

4.4.7. Poor Social Adjustment

4.4.8. TV Effects on Teenagers and Youths

4.5. Sex on TV

4.6. Drinking, TV, and Teens

4.7. Television Violence’s Impact on Teenagers

4.8. Music’s Effect on Teenagers

4.9. Why Would Music Affect Teens?

4.10. Understanding Music’s Effect on Teenagers

4.10.1. Rap/Hip-Hop

4.10.2. Metal or Hard Rock

4.10.3. Christian Rock

4.11. Final Thoughts

4.12. Disturbing Patterns of School Violence

4.13. Effects of Boarding School on Children

4.13.1.

Chapter Five: Possible Solutions and Preventions of Violence and Weapons in Schools

5.0. Introduction

5.1. Ways to Stop School Violence

5.2. Praise and Encouragements

5.3. Be Watchful

5.4. Love and Care

5.5. Friendship

5.6. Counselors and Psychologists

5.7. Teacher’s Support

5.8. Encouragement of Extracurricular Activities

5.9. Fame

5.10. Weapons

5.11. Parental Companions

5.12. Gun Safety—Establish a Culture of Gun Safety

5.13. Mental Health Treatment

5.14. Trauma Reduction

5.15. Functional Gun Laws

5.16. Widespread Solutions

5.17. Harmless Communities

5.18. Civic Health Solutions

5.19. Unchain the CDC

5.20. School Violence and Teachers

5.21. Speaking to Your Children about the Dangers of Gangs

5.22. Speaking to Your Children about School Violence

5.23. Indicators to Start a Conversation about School Violence with Your Teenager

5.24. Speaking to Your Child about Bullying

5.25. Speaking to Your Children about Their Role in Fighting School Violence

5.26. Speaking to Your Children about Drugs and Other Sticky Subjects

5.27. Expert Help for Violent Students

5.28. Knowing Possible Reasons for Violent Behaviors

5.29. Love and Care as a Tool in Dealing with School Violence

5.30. Receiving Feedbacks from Students to Curb Violence in School

5.31. Students’ Feedback on School Violence

5.32. How to Help Children to Correct Their Violent Behaviors

5.33. Steps in Identifying Behavioral Changes in Children

5.34. Is Isolation and Open Punishment the Remedy?

5.35. A Look at School Safety

5.36. What Is Being Done about School Safety?

5.37. School Metal Detectors Do Not Catch All Weapons

5.38. Possible Ways to Prevent Weapons Coming from Home to Schools

5.39. Zero Tolerance Laws and War on Drugs

5.40. Conclusion and Suggestions

5.40.1. Before- and After-School Programs

5.40.2. Extra Training for Teachers

5.40.3. Police or Security Patrols

5.40.4. The Warning Signs to Be Aware Of

5.40.5. School Violence Information and Advice to Children and Teenagers

Chapter Six

6.0. Recommendations

References

About the Author

DEDICATION

This book is dedicated to the Almighty God, my creator and keeper, who taught me that the best kind of knowledge to have is that which is learned for its own sake. To my best friend, Holy Spirit, who taught me that even the largest task can be accomplished if it is done one step at a time. To my wife, Mercy Rorlins, and children, Greatness Rorlins and Goodnews Rorlins, who always keep me busy, awake, and strong whenever I am weak and down.

PREFACE

This research book explores possible causes and effects of violence in schools. The author elucidates different methods teachers, administrators, and the government can use to prevent violence and weapons in schools. Chapter 1 examines the increase of the level of violence in schools globally using the United States as case study. The author explains what school violence is. School violence is the violence that takes place in the school premises. School violence can also be defined as any physical or verbal attack on a person while on school grounds or on school property. There have been a number of solutions and suggestions to reduce school violence globally, and some have been enacted into legislations and laws, while few were implemented. The usual suggestion involves putting more police officers on the streets, eliminating assault weapons control, and giving stiffer sentences to violent criminals. In chapter 2, the author defines and investigates students’ aggressive behavior. He states that aggressive behavior may be physical (hitting, stabbing, shooting) or verbal (insulting, demeaning, shouting) and also active or passive. Active aggression involves some specific physical or verbal abuse of the other person, whereas passive aggression is a more subtle form in which inaction is used to harm another. The research revealed that children and adults are frustrated because they face environmental obstacles. A specific frustration such as blocking of an individual’s attempts to reach a goal can trigger aggression. Frustration can or may lead to aggression; however, aggression is not the only possible response to frustration. Chapter 3 investigates the pattern of school violence and what influences adolescents’ violent behavior, such as social media, video games, uncensored television advertisements, and movies. Also, in this chapter, the author demonstrates different types of weapons, not limited to military-style automatic assault weapons used by teenagers to cause bodily harm to other children. In chapter 4, the author demonstrates different cases of teenagers’ violent behavior at schools. He elucidates what leads to students’ violent behavior. The literature examines and discloses that parental history of violent actions—such as domestic violence, drug abuse, abuse of children, whether it is physical or emotional abuse—are important factors in determining students’ potential violent behavior. The social theories of child abuse are also researched in this chapter. In chapter 5, different methods on how to prevent violent behavior and weapons in schools are explored. Some of the ideas are as follows: School administrators should treat students with love and care instead of imposing tougher penalties on students for violent behavior or aggressive behavior. Counseling services / guardian