School Counselors Lived Experience of a Rampage School Shooting Carleton H

Total Page:16

File Type:pdf, Size:1020Kb

School Counselors Lived Experience of a Rampage School Shooting Carleton H University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 12-2015 School Counselors Lived Experience of a Rampage School Shooting Carleton H. Brown University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Child Psychology Commons, Counseling Psychology Commons, and the Student Counseling and Personnel Services Commons Recommended Citation Brown, Carleton H., "School Counselors Lived Experience of a Rampage School Shooting" (2015). Theses and Dissertations. 1321. http://scholarworks.uark.edu/etd/1321 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected]. School Counselors Lived Experience of a Rampage School Shooting A dissertation proposal submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Counselor Education by Carleton H. Brown University of Central Arkansas, Bachelor of Arts in English, 2000 University of Arkansas at Little Rock, Master of Education in Secondary Education, 2003 University of Arkansas at Little Rock, Master of Education in Counselor Education, 2009 December 2015 University of Arkansas This dissertation is approved for recommendation to the Graduate Council. ____________________ Dr. Roy Farley Dissertation Director ____________________ ____________________ Dr. Kristin Higgins Dr. Toni Thorn Committee Member Committee Member ____________________ Dr. John Pijanowski Committee Member ©2015 by Carleton H. Brown All Rights Reserved Abstract Minimal research has been conducted to examine school counselors’ lived experiences of rampage school shootings. The purpose of this research is to increase school counselors’ knowledge and skills in responding effectively to such a crisis. A single-case qualitative dissertation study was completed at a rampage school shooting site, a middle school, and the immediate surrounding area in Bono, AR, located in the northeast part of Arkansas. School counselors’ decisions, perceived expertness, and lessons learned were investigated. Data collected included relevant research literature (including comparison research), archival records, direct observation, media reports, and interviews. Participants interviewed were individuals who lived through the crisis: two previous elementary school counselors, the previous middle school counselor, the previous middle school principal, the previous school psychologist, the previous elementary school art teacher and bus driver, a parent of a previous middle school student, and a previous middle school student. Theoretical integration was used as an analytical strategy and assisted in interpreting the data. A working conceptual framework was generated from the study, the ‘School Counselors’ Response to School Shootings’ framework (S.C.R.S.S.). The conceptual framework provides informed and helpful actions that school counselors may take for preparation, in-crisis protocol, and post-crisis responses to a rampage school shooting. Other benefiters of the study include crisis response planners, school crisis teams, counselor educators, researchers, school counselor supervisors, counselor crisis leaders, principals, superintendents, and state and national counseling organizations. Recommendations for implementation, practice, and further research are included. Acknowledgments There are many individuals whom I would like to acknowledge from a professional perspective as well as a personal one. My intent is to be brief in words yet comprehensive in list of persons to acknowledge. I apologize in advance to anyone I may have accidentally omitted. Professional From a professional perspective, there are so many individuals who have positively impacted my counseling career up to this point. I am grateful for each person and to fate for allowing our paths to cross. I am indebted to the community of my research site, advisors and dissertation committee, research consultants and educators, professional moral support agents, peers, and the counseling profession. Research site It was an honor to associate with the brave people of the Westside community, the school district, and previous and current faculty and staff. I am deeply grateful that you opened your doors to me and allowed me to pry into your world. I am especially thankful for the courageous, thoughtful, and engaging interview participants; this project would not have been possible without your contributions. I have given my all in attempting to tell a piece of your overall story with complete accuracy. My intent is to use your experiences in tragedy for the purposes of good. Advising and Dissertation committee To my advising and dissertation committee, “We did it!” Each of you has played an important part in my journey. I hope you find some joy in knowing that you are deeply appreciated. To Dr. Roy Farley, I first thank you and the awesome, Mrs. Judy Stephen for recruiting me into the counseling program. I also am thankful for your guidance throughout the program as well as leading my dissertation committee. To Dr. Kristin Higgins, I love your heart for your students and I feel blessed to have received valuable feedback and supervision from you. To Dr. John Pijanowski, your input has assisted in the quality of my overall study. You helped to fill in the gaps of my qualitative knowledge and for that I am immensely grateful. To Dr. Toni Thorn, I cannot thank you enough for being so unselfish with your time, patience, and intelligence with help with my dissertation and in professional organizations. To Dr. Daniel Kissinger, you have helped me with presentations, supervising, counseling associations, and research, but more importantly I am grateful for your unwavering faith in my abilities and potential. Research consultants and educators To my research instructors and consultants, I am so thankful for the sharing of your expertise. To Dr. Michael Loos, I am thankful for your instruction in doing research with a counseling focus as well as your candor and openness in and outside of the classroom. To Dr. Mary Ramey, you came to teach qualitative research at a time that we were not sure if we would have a qualitative research teacher. It was great timing for me in the progression of my program. Furthermore, thank you for continued consulting outside of the classroom with my research. To Dr. Lynn Koch, thank you for being a consultant to me and providing me valuable resources to aid me in my research. Moral support and encouragement I am very appreciative of all the professors who offered moral support and encouragement, especially the ones I have only had for a short time. To Dr. Arie Greenleaf, I am grateful for your steady encouragement in attending conferences, presenting, and actively looking for research opportunities. Your encouragement had a positive impact on me as well as on my peers. To Dr. Kristi Perryman, one would think we have known each other for a long time, but I am grateful that our paths met and especially thankful for your immediate belief in me, continually checking on me and willingness to assist me with my research. Peers Undeniably, this journey has been made easier because of my comrades in the struggle. There are definitely too many of you to name, but I am honored and bonded to you from this point forward. I am thankful for all the graduate students who worked aside me with the state conferences and more importantly, shared the ups and downs of pursuing higher education as well as life. I am especially grateful for Mrs. Bonnie Behrend and Mrs. Aneeqa Ishtiaq for helping me to think through areas of my research. Counseling Profession The counseling profession is one of the great professions of human history. I am thankful to have had the chance to enter it and establish it as my career. I am grateful for the University of Arkansas at Little Rock (UALR), specifically, Dr. Jason Kushner, Dr. Dawn Harris, and Dr. Rochelle Moss who introduced me to the history, theories, and application of the profession. I am grateful for the University of Arkansas at Fayetteville (UARK) for assisting me in growing further in the counseling field. I am especially thankful for the UARK library staff for the assistance with research. I am thankful for Conway Public School District for giving me a start in school counseling. I am thankful for national and state organizations, the American Counseling Association and its divisions, especially the American School Counselor Association. I am grateful for the Arkansas Counseling Association and its divisions, including the Arkansas School Counseling Association. These organizations provided leadership training, opportunities, networking, and continuing education in counselor-related topics, including qualitative research. Personal Family Words cannot express how grateful I am for such a wonderful support system in my family. First and foremost, I send heartfelt thanks and unconditional love to my better half, my wife, Dr. Tamekia Brown. I could write a book for the many blessings you brought into my life but even then, I would need to catalogue hundreds of editions and it still would not be enough. I thank you for a lifetime of friendship, companionship, and unwavering faith and support in me. It is beyond my mental capacity to imagine life without you by my side. To my four year old son, Mr. Charles N. Brown, you have no idea the joy you brought to our lives. Each time I am with you, I want to make the world a better place. You are my inspiration. To my mother, Mrs. Claudia Brown and late father, Mr. Charles H. Brown, you were the first to teach me what it means to experience unconditional love, the pursuit of education, faith, and so much more. I recognize and am very grateful that I won the lottery with you two as my parents. Furthermore, many people think they have an awesome mother, but I am assured that I have the best mom in the world. No matter what the problem, you are always there to let me know it will all work out.
Recommended publications
  • Unreported Information Showing Nikolas Cruz's Troubling Behavior
    Unreported Information Showing Nikolas Cruz’s Troubling Behavior 1 Many people, through a variety of forums, had knowledge of Cruz’s concerning behavior that they did not report. Others had knowledge of Cruz’s concerning behavior that they reported but that information was not acted on by the person to whom they made the report. Some of the knowledge people gained about Cruz was gleaned from social media posts and other knowledge was based on personal observations or information they received. 2 We have identified at least 30 people who had knowledge of troubling behavior Cruz exhibited prior to the MSDHS shooting that was not reported or it was reported but not acted upon. The following reflects the categories of Cruz’s unreported behavior known to people before the shooting: Animal Cruelty/Killing: 7 Knife/bullet/firearm seen in Cruz’s possession: 19 Statements of hatred toward a group or person: 8 Statements of desire/or to hurt or kill people: 11 Specific statement to shoot school: 3 3 The following slides contain some examples of the troubling behavior Cruz exhibited before the MSDHS shooting. The timeframes for some of the material is known, some unknown and other occurrences are within date ranges. Some of this information was in and of itself actionable, some was not, but in the aggregate it is obvious that Cruz’s behavior was escalating over time. What is even more obvious is that people need to report more of what they see and hear. 4 The following slides contain some examples of Cruz’s social media posts containing concerning behavior.
    [Show full text]
  • The Influence of Gun Control Legislation on Rampage Shootings
    University of Central Florida STARS HIM 1990-2015 2015 The Influence of Gun Control Legislation on Rampage Shootings Andrew D. Manor University of Central Florida Part of the Legal Studies Commons Find similar works at: https://stars.library.ucf.edu/honorstheses1990-2015 University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by STARS. It has been accepted for inclusion in HIM 1990-2015 by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Manor, Andrew D., "The Influence of Gun Control Legislation on Rampage Shootings" (2015). HIM 1990-2015. 1872. https://stars.library.ucf.edu/honorstheses1990-2015/1872 THE INFLUENCE OF GUN CONTROL LEGISLATION ON RAMPAGE SHOOTINGS by ANDREW D. MANOR A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in Legal Studies in the College of Health and Public Affairs and in The Burnett Honors College at the University of Central Florida Orlando, Florida Fall Term 2015 Thesis Chair: Dr. James Beckman Abstract The United States has experienced several mass shootings in the past few years. It has been averaging one shooting every week in 2015, and something must be done about it. This problem appears to be limited to the United States since several other nations have been able to minimize, and almost eliminate the number of mass shootings. By taking an analysis of the gun laws of the United States with those of Australia and Canada it can be concluded that some aspects of strict gun control can reduce the number of mass shootings.
    [Show full text]
  • Alienation and Social Connection in the Personal Narratives of School Shooters
    I FEEL REJECTED: ALIENATION AND SOCIAL CONNECTION IN THE PERSONAL NARRATIVES OF SCHOOL SHOOTERS A Thesis submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Masters of Arts in Communication, Culture and Technology By Mihika Sapru, B.A. Washington, DC April 22, 2019 Copyright 2019 by Mihika Sapru All Rights Reserved ii I FEEL REJECTED: ALIENATION AND SOCIAL CONNECTION IN THE PERSONAL NARRATIVES OF SCHOOL SHOOTERS Mihika Sapru, B.A. Thesis Advisor: Leticia Bode, Ph.D. ABSTRACT The media have long perpetuated the stereotype of school shooters as disaffected loners. This has become the default narrative following an attack, even in the absence of supporting evidence. Disaffection and isolation are manifestations of social alienation–a psychosocial phenomenon. The media discourse and academic literature both suggest that social alienation in the lives of these gunmen is worthy of further exploration. This paper asks: What types of social alienation do school shooters express in their own words? Do they also express social connection, and if so, how? And finally, are there specific examples of thematic patterns and vocabulary that are used when communicating social alienation? These questions are resolved through a three-part qualitative content analysis of the personal narratives of nineteen rampage school shooters. The first part of the analysis applies a model of alienation developed by social psychologist Melvin Seeman to the corpus. This model breaks alienation into six elements: powerlessness, meaninglessness, normlessness, self-estrangement, cultural estrangement, and social isolation. The corpus is also analyzed for references to social connection in the second part of the analysis.
    [Show full text]
  • A U.S. Secret Service Analysis of Targeted School Violence (2019)
    PROTECTING AMERICA’S SCHOOLS A U.S. SECRET SERVICE ANALYSIS OF TARGETED SCHOOL VIOLENCE 2019 U.S. Department of Homeland Security UNITED STATES SECRET SERVICE National Threat Assessment Center This report was authored by the staff of the U.S. Secret Service National Threat Assessment Center (NTAC) Lina Alathari, Ph.D. Chief Diana Drysdale, M.A. Steven Driscoll, M.Ed. Supervisory Social Science Research Specialist Lead Social Science Research Specialist Ashley Blair, M.A. David Mauldin, M.S.W. Social Science Research Specialist Social Science Research Specialist Arna Carlock, Ph.D. Jeffrey McGarry, M.A. Social Science Research Specialist Social Science Research Specialist Aaron Cotkin, Ph.D. Jessica Nemet, M.A. Social Science Research Specialist Social Science Research Specialist Brianna Johnston, M.A. Natalie Vineyard, M.S. Social Science Research Specialist Social Science Research Specialist Christina Foley, M.S.W. John Bullwinkel, M.A. Assistant to the Special Agent in Charge Assistant to the Special Agent in Charge Special thanks to the following for their contributions to the project: Peter Langman, Ph.D. Wade Buckland Eric B. Elbogen, Ph.D. Psychologist and Author Senior Scientist, Professor of Psychiatry and Human Resources Behavioral Sciences, Duke Research Organization University School of Medicine Front Cover: FEBRUARY 15-19, 2018 Flags flown at half-staff in honor of the victims of the shooting at Marjory Stoneman Douglas High School in Parkland, Florida National Threat Assessment Center U.S. Secret Service U.S. Department of Homeland Security November 2019 This publication is in the public domain. Authorization to copy and distribute this publication in whole or in part is granted.
    [Show full text]
  • Countering Domestic Terrorism: Examining the Evolving Threat”
    Homeland Security and Governmental Affairs Committee “Countering Domestic Terrorism: Examining the Evolving Threat” Testimony of William Braniff Director National Consortium for the Study of Terrorism and Responses to Terrorism (START) Professor of the Practice University of Maryland 25 September 2019 Opening Statements Chairman Johnson, Ranking Member Peters, and esteemed members of the committee, I would like to thank you on behalf of the National Consortium for the Study of Terrorism and Responses to Terrorism, known as START, 1 for inviting us to testify before you today.2 I’ve been asked to draw upon our work at START to assess the domestic terrorism threat, as well as the status of data collection and threat tracking performed by the federal government. START data from a number of relevant datasets demonstrate the following: 1. The ideological motivations behind terrorist behaviors in the United States are exceptionally diverse, constantly evolving, often overlapping, and difficult to assess in many instances. Clearly articulated manifestos are the exception, not the rule.3 The implication is that any government response to violent extremism in the United States should not be based on predetermined ideological categories or assumptions about the relative threat of ideological movements at any one time. 1 START is a university research center based at the University of Maryland and is a U.S. Department of Homeland Security Emeritus Center of Excellence. START uses state‐of‐the‐art theories, methods and data from the social and behavioral sciences to inform counterterrorism and terrorism prevention policy and practice. This testimony reflects the opinions of the author, and not those of the Department of Homeland Security or any other office of the United States Government that funds or has funded START research.
    [Show full text]
  • School Shootings in America
    Running head: SCHOOL SHOOTINGS 1 School Shootings in America SCHOOL SHOOTINGS 2 School Shootings in America “Only our deep moral values and our strong social institutions can hold back that jungle and restrain the darker impulses of human nature.” ~Ronald Reagan The social issue within the realm of crime and deviance that I have chosen to present is the issue of school shootings in America. School shootings are a social problem and all Americans today are affected by this problem, whether directly or indirectly. This topic is of personal and social concern because the impacts of school shootings are widespread causing violent, unnecessary deaths of our children and school staff members, and unsuspecting community members in the surrounding areas of our schools. As a result, these senseless acts of violence cause widespread fear and feelings of insecurity, academic difficulties for the students, and mass confusion. According to the Children’s Hospital of Philadelphia Research Institute, “students and staff that witness school shootings are likely to suffer from traumatic stress symptoms, become anxious or depressed, and have general concerns about their safety” (Prevention, 2018, para. 2). Even the students who are able to resolve these symptoms and impairments in the short-term may suffer from ‘severe distress’ which can have “profound effects on academic achievement and social and emotional growth” (Prevention, 2018, para. 2). This issue is concerning because it is a complicated, wide-reaching problem, and no one knows where or when it might happen next. It affects the very fabric of our society, and it seems to be a quite difficult problem to solve.
    [Show full text]
  • School Shootings Raise Safety Concerns Security Heightened by Police
    BEARS GET FIRST BREAKING BONDAGE KUTCHER, COSTNER WIN AGAINST FORMER MOB BOSS SPEAKS ENGAGE AUDIENCE KSU, 17-3 PAGE 4 AT LAW SCHOOL PAGE 3 ON BIG SCREEN PAGE 5 ROUNDING UP CAMPUS NEWS SINCE 1900 THE BAYLOR LARIAT TUESDAY, OCTOBER 3, 2006 School shootings raise safety concerns Security heightened by police Christine M. Tamer Staff writer An outbreak of school and university shoot- ings has occurred over the past month. On Sept. 13, one person was killed and 19 were wounded at Dawson College in Montreal. On Sept. 27, a girl died after a gunman took six girls hostage at a Colorado high school. On Sept. 29 a 15-year-old boy shot his high school principle. And Monday, six people were killed at an Amish school in Pennsylvania. “I believe (school shooting) is a trend,” said Clayton Williams, detective with the Safe Unit of Waco Police Department. “There is no real profile of an active shooter.” The Baylor Police Department is prepared and trained for dealing with a possible gunman, Chief of Police Jim Doak said. “We have been (prepared) ever since Colum- bine,” Doak said. “Universities and schools have talked in length about it. You never know when or where it can happen, so with that thought in mind we began investing in a program.” Many of the Baylor police officers have un- dergone training on how to respond to an active shooter, Doak said. “We have to been trained on how to address those type of situations swiftly and decisively,” he said. “We drill on those types of things and how to practice responses.” Associated Press Reporters surround an Amish man in his horse drawn buggy near the site of a shoolhouse dozen girls hostage in the one-room Amish schoolhouse, barricaded the doors with Please see SAFETY, page 6 shooting in Nickel Mines, Pa.
    [Show full text]
  • Firearm Licensing Laws Or Requiring a Permit-To-Purchase a Handgun Is Associated with Lower Levels of Gun Deaths
    Summary: There is strong evidence that mandatory firearm licensing laws or requiring a permit-to-purchase a handgun is associated with lower levels of gun deaths. This study found that of the 27 deadliest shootings over the last six years where we could identify how the firearms were obtained, a federal licensing requirement may have prevented the shooter from acquiring the firearms used in 52% of the incidents. In these 14 incidents, 169 individuals were fatally shot and 131 individuals were shot and injured. Objective: To estimate how many of the nation’s deadliest mass shootings could have been prevented and how many American lives could have been saved if the United States raised the federal standard for gun ownership and implemented a policy of federal firearm licensing. This study examines every shooting over the last six years (2013 – 2018) where five or more people were killed, excluding the perpetrator, in order to determine if a federal firearm licensing law may have prevented the perpetrator from acquiring the firearms used in the shooting. Background: An overwhelming majority of Americans support tightening the nation’s loose gun control laws and back 1 2 policies like gun licensing, expanding background checks to most firearm purchases, safe storage 3 4 requirements, and prohibitions against selling military-style assault weapons and 5 high-capacity magazines to civilians. Over the last several years, members of Congress have sought to advance legislation that would expand background checks to cover more gun sales. In 2013, a bipartisan bill by Senators Joe Manchin (D-WV) and Pat Toomey (R-PA) attempted to expand background checks to include sales by unlicensed dealers at gun shows and sales advertised online or in-print.
    [Show full text]
  • The School Shooter: a THREAT ASSESSMENT PERSPECTIVE
    The School Shooter: A THREAT ASSESSMENT PERSPECTIVE Critical Incident Response Group (CIRG) National Center for the Analysis of Violent Crime (NCAVC) FBI Academy Quantico, Virginia 22135 THE SCHOOL SHOOTER: A THREAT ASSESSMENT PERSPECTIVE Mary Ellen O'Toole, PhD Supervisory Special Agent Federal Bureau of Investigation Youth violence has been one of the greatest single crime problems we face in this country. We have focused on this problem, working in partnership with state and local governments to develop prevention and enforcement programs that work. Youth who commit crimes of violence must be held accountable, and the punishment must be firm and fair and fit the crime. At the same time, we must do everything we can to prevent crime in the first place. We have shown that if communities, schools, government and other key players pull together to address the roots of violence, we can make America safer for our children. Communities around the country are proving that prevention and intervention strate- gies that help keep our young people out of trouble do work. It is, therefore, critical that we do all we can to identify young people who need our help, and then get them the help they need. We must continue to search for those crucial behavioral and environmental indicators which suggest that a threat of school violence may be real. That is why this report, "The School Shooter: A Threat Assessment Perspective," is so important. Although much research remains to be done, this report serves as a vital foundation. It presents a model procedure for threat assessment and intervention--including a chapter on key indi- cators that should be regarded as warning signs in evaluating threats.
    [Show full text]
  • Disaster Technical Assistance Center Supplemental Research Bulletin Mass Violence and Behavioral Health
    SAMHSA Disaster Technical Assistance Center Supplemental Research Bulletin Mass Violence and Behavioral Health September 2017 ∙ CONTENTS INTRODUCTION 3 DEFINITIONS OF MASS VIOLENCE 3 Terrorist Attacks 4 Active Shooter Incidents 4 BEHAVIORAL AND MENTAL HEALTH REACTIONS TO MASS VIOLENCE 4 Immediate Behavioral Health Reactions 5 Long-term Behavioral Health Reactions 6 Reactions in Children 8 BEHAVIORAL HEALTH INTERVENTIONS FOLLOWING MASS VIOLENCE 8 Adult Survivors 8 Screening for Trauma 10 Youth, Child, and Adolescent Survivors 11 MEDIA EXPOSURE AND MENTAL HEALTH FOLLOWING MASS VIOLENCE 12 INDIVIDUALS WITH PREEXISTING MENTAL HEALTH CONDITIONS AND MASS VIOLENCE 13 RESILIENCE 13 CONCLUSION 14 REFERENCES 15 SAMHSA is not responsible for the information provided by any of the webpages, materials, or organizations referenced in this communication. Although the Supplemental Research Bulletin includes valuable information and links, SAMHSA does not necessarily endorse any specific products or services provided by public or private organizations unless expressly stated. In addition, SAMHSA does not necessarily endorse the views expressed by such sites or organizations nor does SAMHSA warrant the validity of any information or its fitness for any particular purpose. INTRODUCTION This issue of the Supplemental Research Bulletin focuses on how mass violence affects the behavioral health of adult and young (child and adolescent) survivors or witnesses of a mass violence incident. We discuss the phases of response experienced by survivors, as well as immediate and long-term reactions among adults and children and youth. This issue goes on to provide information on immediate and long- term interventions and the effects of mass media exposure following a mass violence incident. We briefly discuss the lack of research evidence in support of the idea that individuals with mental health issues are more likely than others to be perpetrators of incidents of mass violence.
    [Show full text]
  • Active Shooter Incidents
    Seattle Office of Emergency Management Seattle Hazard Identification and Vulnerability Analysis Active Shooter Incidents Key Points Overall violent crime has decreased in the past decade. Active shooter incidents are a newly defined category of hazard, but similar incidents have occurred for many years. Media reporting on active shooter incidents has increased, resulting in the perception that active shooter events have increased. Active shooter incidents are distinguished from multiple homicide incidents by the need for an immediate response by law enforcement supported many other sectors such as emergency medical services, transportation and utilities. Three significant active shooter incidents have occurred in the Puget Sound region in the past ten years. Active shooter incidents have occurred in every part of the country. Context The Columbine High School Shooting in 1999 was a watershed event that defined “Active Shooter” incidents as a hazard in the public’s imagination, but even before this event, incidents that would now be called active shooter incidents have not been uncommon in the United States. Similar incidents date back at least to 1966 when a gunman at the University of Texas killed 14 people and probably go much further back. The term “Active Shooter” describes: In-progress, deadly-force attacks in which, The attacker has unrestricted access to multiple victims, and Direct, immediate law enforcement action is necessary and likely to save lives. Key to this definition is the understanding that the situation is exigent, dynamic and rapidly evolving. Attacks in which multiple victims have been killed or seriously injured but where the suspect has been apprehended or killed are not “active shooter” events.
    [Show full text]
  • Victim Compensation Funds and Tort Litigation Following Incidents of Mass Violence
    Victim Compensation Funds and Tort Litigation Following Incidents of Mass Violence PAUL HEATON† IVAN WAGGONER JAMIE MORIKAWA INTRODUCTION How do victim compensation funds (VCFs) impact a victim’s likelihood to sue using the tort system? This issue is of more than theoretical interest, as VCFs have become a seemingly ubiquitous feature of the policy landscape following high-profile tragedies. For example, following the September 11, 2001, terrorist attacks, Congress created a special compensation fund for victims who waived their right to sue.1 After being swarmed with thousands of donations in the wake of the Virginia Tech massacre, Virginia Tech established the Hokie Spirit Memorial Fund to provide † Paul Heaton ([email protected]) is a senior fellow at the University of Pennsylvania Law School, 3501 Sansom St., Philadelphia, PA 19104, and an adjunct economist at the RAND Corporation, Jamie Morikawa ([email protected]) is a researcher and Ivan Waggoner ([email protected]) an adjunct researcher at the RAND Corporation, 1776 Main St. Santa Monica CA, 90407. The research was supported though RAND’s Institute for Civil Justice (ICJ) core funding program, which pools contributions from a diverse set of sources with differing perspectives on the civil justice system, including corporations, foundations, individuals, plaintiff and defense-oriented law firms, and trade and professional associations. We gratefully acknowledge a number of individuals who helped to improve this research, including Ken Feinberg, whose thoughtful conversations on VCFs provided an impetus for the research, and James Anderson, Lloyd Dixon, Steve Garber, Gillian Hadfield, Angela Hung, Malini Moorthy, and Nick Pace who offered helpful comments on drafts.
    [Show full text]