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Sue Klebold attempts to reconcile how the son she affectionately referred to as “Sunshine Boy” became a school shooter. “If love could have stopped Columbine,” she says, “Columbine would never have happened”.

On April 20, 1999, two Colorado teenagers went on a shooting rampage at Columbine High School. That day, Eric Harris and Dylan Klebold killed twelve fellow students and a teacher, as well as wounding twenty-four other people, before they killed themselves. Although there have been other books written about the tragedy, this is the first serious, impartial investigation into the cultural, environmental, and psychological causes of the massacre.Based on first-hand interviews and a thorough reading of the relevant literature, Ralph Larkin examines the complex of factors that led the two young men to plan and carry out their deed. For Harris and Klebold, Larkin concludes, the carnage was an act of revenge against the \"jocks\" who had harassed and humiliated them, retribution against evangelical students who acted as if they were morally superior, an acting out of the mythology of right-wing paramilitary organization members to \"die in a blaze of glory,\" and a deep desire for notoriety.Rather than simply looking at Columbine as a crucible for all school violence, Larkin places the tragedy in its proper context, and in doing so, examines its causes and meaning.

Once an unrivaled political power, the NRA is facing challenges from all sides. Learn how the NRA aligned with President Trump and his base, but is under attack ahead of the 2020 election.

The Youth Self-Report (YSR;Achenbach, 1995),Child Behavior Checklist (CBCL;Achenbach,2001),and Teacher's Report Form (TRF; Achenbach & Rescorla, 2001) were used to compare U.S. national samples of 11- to 18-year-olds assessed in 1989 and 1999. Reports by all informants concurred in showing small improvements in competencies and adaptive functioning and small declines in problems from 1989 to 1999. Correlations of .98 to .99 between mean problem item scores in 1989 and 1999 indicated very high stability for assessment via self-reports, parent reports, and teacher reports over 10 years. Cross-informant correlations were (a) YSR × CBCL = .38, (b) CBCL ×TRF = .36, and (c) TRF ×YSR = .20. No scales showed significant differences between scores obtained from any type of informant for youths assessed shortly before and after the Columbine High School shootings.

Responses to the rampage killings at Columbine High School were analyzed at the national level, the level of the community, and that of the family. In many cases people responded by undertaking \"grief projects\" involving manipulation of symbols, either in the creation of artwork, the decoration of existing structures, on internet websites, and in the raising (and occasional destruction) of memorial objects. Many of these projects were undertaken together to create a community of bereavement. It is suggested that these projects are best understood within the context of Worden's task model of mourning (Worden, 1991), particularly task three, \"Adjusting to an environment in which the deceased is missing.\" The differences between mourning sudden death and anticipated death are also explored.

As classes resumed at Virginia Tech, survivors of the April 16 shootings worked to get back to their normal routines, a difficult task for communities affected by tragedy such as Columbine High School in Colorado. The NewsHour reports on the struggle to adjust.

This article presents research about school counselors' attitudes toward breaching confidentiality that the authors conducted immediately before and after the tragic shootings at Columbine High School in April 1999. Two groups of school counselors were demographically similar but differed significantly in their predictions as to whether they would breach confidentiality and in their attitudes toward certain aspects of school counselor practice such as informed consent. School counselors at all levels of employment reported that they were less likely to breach confidentiality after the highly publicized high school shootings and that they were more responsible to their minor clients than to the parents of those clients. Implications for policy makers are discussed.

As suggested by standard indicators--truancy, dropout rates, graffiti, vandalism, violence--youngsters in small schools rarely display the anger at the institution and its inhabitants that typifies Columbine and many other comprehensive high schools. Educators must cultivate learning communities and qualities (like empathy and compassion) associated with acceptance. (Contains 14 references.) (MLH)

This chapter covers some specific emergency response incidents to reinforce many of the concepts that have been discussed throughout the book.

Offers a reflection on the shootings at Columbine High School in Littleton, Colorado, on April 20, 1999. Describes how neighboring Chatfield High School prepared for and welcomed the students and staff of Columbine to their school, showing cooperation, professionalism, and heart in the face of tragedy. (SR)