Psychology of School Shooting Essay

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This essay seeks to gather a more comprehensive perspective on how an individual could execute their peers and faculty in a mass school shooting. Focusing on the school shooting that took place in the town of Blacksburg, at the Virginia Polytechnic Institute and State University, on the 16th of April, 2007 (Virginia Tech Review Panel 2009). This academic piece will examine sociological and psychological attributes to gain some understanding as to why the shooter killed 32 fellow students. Followed by, a brief discussion on the damaging psychological effects it has on victims and the aim to recapture peace in American society. Investigating the tragedy of school shootings can be synthesized from various disciplines, while conducting academic studies in Sociology and Psychology and viewing all the available literature on crime and peace it became evident that this was the best avenue to approach. Although we will never know for certain Cho’s motivation behind this mass murder. It is human nature to ask “Why?” this horrendous crime happened? Tim Kaine, Governor of the Commonwealth of Virginia, organized the (Virginia Tech Review Panel 2009) this is used as a guide throughout ensuring all information used is correct.

(Costello 2010) Explains Hirschi’s 1969 theory of social control is comprised of four social bonds (1) attachment, (2) commitment, (3) involvement, and (4) beliefs. When the concreate of one or more of these four bonds crumbles we are more likely to subject ourselves to deviant and criminal acts. The first means of addressing this complex issue is Hirschi’s attachment bond. Attachment in psychology is a deep emotional bond that links people together. (Ainsworth, 1973). Mass shooters have no attachment to others, especially before and during the shootings. With a tendency to suppress their frustration and rage over an extended period before the incident. Show no remorse for human life and the terror they cause, fundamentally rationalizing their actions (Giddens 2011). In April 2007, Seung-Hui Cho, murdered 32 innocent victims, wounding 17 others, becoming the most malicious and devastating school shooting in US history (Virginia Tech Review Panel 2009). Using two semi-automatic pistols Cho fired recklessly into a large crowded area with no concern about who was killed or injured, showing clear psychological signs of intermittent explosive disorder and ineffective conflict resolution. In aiming to comprehend the complex and twisted logic behind Cho’s horrific outburst, could it be at one point or another was his attachment tarnished?

Thus, shifting the sociological analysis to an individual’s socialization. Firstly this stems from family, as (Berger and Luckmann 2011) discuss primary socialization is the first social group an individual inherits as a child, subsequently becoming a member of society. Following secondary socialization, which broadens the individual “into new sectors of the objective world of his society” (Berger and Luckamann 2011 p.120). For example, Cho entered his English studies at Virginia Tech. Cho sent a proposal to a publisher with high ambitions. Which was then “rejected”. The Perpetrator was also accused of stalking two female students and was diagnosed with extreme anxiety disorder, mutism, and manic depressive disorder (Virginia Tech Review Panel 2009). Therefore, further tarnishing his secondary experience. As a consequence of his stalking through the process of Frank Tannenbaum’s labeling theory, society identifies Cho as a deviant. (Giddens and Sutton 2017). At further analysis is it evident that this flows into (Lemert 1972) explanation of social acts, how once a person commits a primary deviant act violating norms they inherit a deviant social role. In marginalizing deviant behavior an individual ultimately initiates secondary deviance, as they accept the deviant label as their master status consequently overriding their self-identity. Therefore leading to more deviant behavior. For Cho, this secondary deviant act ended in mass devastation. It is clear that Cho’s negative experience involving his undergraduate social group was expressed through the barrel of his guns’. Once more, this proves the argument that the shooter’s attachment towards his peers was non-existent and at some point damaged.

Looking through another avenue of sociology (Taylor et al 1973) drew on Marxist theory, disputing that deviance is knowingly selected and often political. Arguing against the idea of deviance being caused by, labeling, anomie and social disorganization, and biological reasoning. (Taylor et al 1973) expresses that one becomes deviant because of the inequalities of the capitalist system. Cho initially shot and murdered 2 victims in a female dormitory. After this violent act, Cho returned to his room, rearming and mailed a parcel to the NBC News containing, documents, 29 pictures of himself holding various weapons, and a digital video exclaiming: “You just loved crucifying me” “You loved inducing cancer in my head, terrorizing my heart and ripping my soul all the time” (Hauser 2007). Showing major signs of psychological damage, erratic aggression, and impulse control disorder. The perpetrator criticized materialism, fortune, and the privilege of others. Did Cho justify his criminal behavior through left realism as a form of rebellion? (Giddens 2017) Lived in a capitalistic society he felt economically excluded as he couldn’t afford what others could in this school. He stated in his video “You had everything you wanted. Your Mercedes wasn’t enough. Your vodka and cognac wasn’t enough. Your trust fund wasn’t enough. All your debaucheries weren’t enough.” (Hauser 2007). Even though graduation was just a couple of weeks away and Cho would fundamentally begin earning his own money, but all he had on his mind was vengeance.

In the United States, gun-related violence has dramatically amplified to an alarming rate. The atmosphere in any school is based around a safe environment for students and staff. When shootings occur that sense of security essentially becomes obsolete. Using the aid of both disciplines a ‘more enriched view of the issue, or topic at hand’ (Richards 1996, p125) could be formulated. Post-traumatic stress disorder (PTSD) is one of the main psychological effects a student, teacher, or parent may face after a mass shooting. In particular, school plays a vital role in one’s psychological development. An overwhelming sense of depression, fear, inability to fulfill academic standards, grief, decline in trust, anxiety, loss of control, and nightmares are just some of the issues survivors can face (Keller 2019). With the overwhelming trauma and devastation shooters cause, an element of peace still prevails. “A Peace Plan for a Safer America” plans to stop this deadly epidemic of gun violence and rally for justice disregarding the American societal belief that guns can solve their problems. (March for Our Lives 2018). By examining the psychological impacts gun violence has on society this peace plan is a step in the right direction. The university rallied together forming prayer groups, and candlelight vigils where thousands gathered standing to honor the victims. Hundreds of volunteers filled the campus offering services to anyone affected. Governor Tim Kaine, President George Bush, University President Charles Steger, and many more addressed the world sharing their grief and offering peace among those affected. (Virginia Tech Review Panel 2009).

The real reason behind why this tragic and violent attack happened will never be truly known. However, by examining this through a theoretical interpretation an academic assumption could be conveyed, by using an interdisciplinary method of analysis looking at sociological theories, and their psychological attributes. Since the 1764 Pontiac Rebellion School Massacre was the earliest known school shooting in US history, school shootings are still a colossal issue in American society (Dixon 2005). Interpretations as to why the perpetrators carried out these attacks can aid in spotting red flags in other potential shooters. Interdisciplinary research requires looking at a complex issue from various viewpoints. Despite the fact this malicious and violent attack psychologically and physically damaged so many, an element of peace still shined through as Americans united from government agencies to volunteers to support the survivors and mourn the loss of life. “The world cannot be changed rationally unless it is interpreted adequately” (Corson, 1991, p. 223).

Reference List:

Ainsworth, M, D. S. (1973). The development of infant-mother attachment. Review of child development research (Vol. 3) Chicago: University of Chicago Press.
Becker, H. S (1963) Outsiders: Studies in the Sociology of Deviance. New York: Free Press.
Corson, D., (1991). Bhaskar’s critical realism and educational knowledge. British Journal of Sociology of Education. 12(2):223-241.
Costello, B.C., (2010) Encyclopedia of Criminological Theory, SAGE Publications, Inc. [online], available: https://study.sagepub.com/system/files/Hirschi%2C_Travis_-_Social_Control_Theory.pdf [accessed 12 Nov 2019].
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Upper Saddle River, NJ: Merrill.
Dixon, D. (2005). Never come to peace again: Pontiac’s uprising and the fate of the British Empire in North America. Norman: University of Oklahoma Press.
Giddens, A. (2011) Sociology 6th edition, Malden: Polity Press.
Giddens, A. and Sutton, P. W. (2017) Sociology 8th edition, Malden: Polity Press.
Hauser, C. (2007) ‘Gunman Sent Photos, Video and Writings to NBC´ The New York Times, 18 April, available: https://www.nytimes.com/2007/04/18/us/18cnd-virginia.html?module=ArrowsNav&contentCollection=U.S.&action=keypress&region=FixedLeft&pgtype=article [accessed 13 Nov 2019].
Hirschi, T. (1969). Causes of delinquency. Berkeley: University of California Press
Keller, J. (2019) ‘The psychological aftermath of surviving school shootings’ Pacific Standard [25 March], available: https://psmag.com/education/the-psychological-aftermath-of-surviving-school-shootings [accessed: 9th Nov 2019]
Lemert, E. (1972) Human Deviance, Social Problems, and Social Control. Englewood Cliff, NJ: Prentice Hall.
March for our lives (2018) ‘Peace Plan for a Safer America’, Overview [online], available: https://marchforourlives.com/peace-plan/ [accessed 11 Nov 2019].
Richards, D. G. (1996) ‘The Meaning and Relevance of Synthesis in Interdisciplinary Studies’, The Journal of Gen Ed, 45:114-28.
Taylor, I., Walton, P. and Young, J. (1973). The New Criminology: For a Social Theory of Deviance. International library of sociology: Routledge.
Virginia Tech Review Panel (2009) Mass Shootings at Virginia Tech Addendum to the Report of the Review Panel, Arlington: TriData Division, System Planning Corporation, available: https://web.archive.org/web/20131015082946/http://www.governor.virginia.gov/TempContent/techPanelReport-docs/VT_Addendum_12-2-2009.pdf [accessed 11 Nov 2019].

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Psychology of School Shooting Essay

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