Chapter 11
Violent Youth
Discuss in class:
Is it possible to find any special patterns of behavior among kids who commit crimes?
What sort of influence do you think they have been exposed to?
Until recently most Americans believed that youth violence was an urban problem associated with drugs, gangs, race, and poverty. It could not happen in their communities.
America suddenly realized that it could actually happen right there. They were shocked by the killings in several middle American towns, places where you know your neighbor and leave your back door open. If it could happen there, it could happen anywhere. Is there a common pattern in these crimes? Do the kids who commit them fit a particular description?
A 14-year-old freshman at Heat High School in Kentucky came to school on December 1st, carryinga pistol, two shotguns, two rifles and 700 rounds of ammunition. He entered the hallway, put protective plugs into his ears and began shooting without saying a word. He was eventually overpowered by a 17-year old student.
The shooting left 3 dead and 5 wounded and a community in shock.
The gunman was from a good family, his father was a prominent lawyer. He himself played in a band and had good grades. The worst trouble he had been in was downloading pornography off the Internet, using the school computer.
Immediately after the shootings he said: "It was like I was in a dream, and I woke up."
In Arkansas, two boys, 11 and 13, dressed in camouflage and armed with 13 high-powered weapons and over 200 rounds of ammunition, created an ambush for their fellow students. After putting their weapons in position on a hill overlooking the schoolyard, they started the fire alarm.
Students and staff gathered outside, unaware that two of their schoolmates were waiting for them. Within four minutes the boys fired 27 bullets, killing 5 and wounding 4.
The boys were stopped and arrested by the police without further incident.
Once they were in custody, they became frightened little boys. They regretted their actions and wished they could take them back.
The elder boy was described by students as a brutal bully. After years of being teased about his weight, he had started to show off using gang signs and making death threats against people he believed had laughed at him.
Among the people on his enemy list were a teacher and an 11-year old girl who had rejected his romantic advances. They were both shot during the attack. According to some students it was the romantic rejection that pushed him over the edge.
The 11-year-old boy had a great knowledge of guns and he enjoyed using them. He had boasted to friends that he could get to his family's weapons anytime he wanted, even if they were locked away in a safe.
A 16-year-old sophomore in Mississippi shot a girl he had dated a few times, wounded another person and fired at eight others at a popular gathering place for students.
Once in custody, he led the police to six of his friends who were arrested on murder conspiracy charges. Together they had planned the attack and assembled a hit list. This list included parents and students who they believed had wronged them.
The killer has shown no sign of remorse. In a letter he wrote: " I am not insane, I am angry! This world has treated me badly for the last time. I am not spoiled or lazy. People like me are mistreated every day. I am malicious because I am miserable. I did this to show society - push us and we will push back! I have suffered all my life,
no one truly loved me. No one ever truly cared about me." His letter surprised his fellow students. They admitted that he had been teased and romantically rejected, but they had not noticed any sign of trouble or anger.
In Springfield, Oregon a 15-year-old boy was suspended from high school for bringing a loaded pistol to school. The pistol was stolen from a family friend.
For years his parents had tried to help their son with his violent temper.
They involved him in sports, spent a lot of time with him and his father even retired early in an attempt to create a closer father-son relationship.
Eventually they gave in to his pleas and bought him a rifle.
He killed both his parents with the rifle they had given him, and the next morning he walked into his high school cafeteria and opened fire. When he was stopped by a bigger and stronger student, he asked the student to shoot him.
During the attack 2 students had been killed and 22 injured. When the police investigated his house, they found two pipe bombs and three larger bombs.
Family friends and neighbors couldn't believe it, but his classmates had seen the warning signs, and so had his father. It appeared that he had asked a detention center for help, a request that was refused.
The events involving youth violence have been horrific. The causes for violent actions may differ. Some will blame a steady stream of violent TV, movies and video games. One of the kids who killed admitted to having been influenced by "The Basketball Diaries" a film in which the actor acts out a dream of shooting his enemies at school while being cheered by classmates.
Easy access to high-powered weapons may be mentioned as another cause. Most of these weapons were stolen from neighbors or relatives.
Weapons have also dropped in price and risen in popularity because more and more people feel the need for protection.
Kids who kill will often feel that the world has wronged them and that no one will listen.
Americans have discussed possible solutions to prevent violent actions by youths in the future.
One suggested solution is to install trigger locks on all guns. These should require a key, a combination, or a magnetic encoder to be used. Some people would like to change the weapon laws.
Another suggestion is to limit the amount of time children spend viewing violent shows.
After-school programs should be increased. Consistent connections with caring adults who would listen and give support should be provided.
Warning signs and threats must be taken more seriously and be followed up with counseling and treatment.
There is no perfect solution, but most Americans feel that it is time for action.