{"title":"武装袭击教育机构:俄罗斯和国外教育安全的社会、心理和信息问题","authors":"V. V. Glebov, V. Shevtsov, D. Efremova","doi":"10.25016/2541-7487-2023-0-1-87-99","DOIUrl":null,"url":null,"abstract":"Relevance. The history of armed attacks on educational institutions originated in the United States, but in recent decades this social phenomenon has spread widely to other countries, including Russia. Mass social tragedies associated with deaths of the youth cause great concern among all groups of population and require comprehensive prevention measures.The objective of the study is to identify social environmental factors that shape school shooter mentality, as well as to explore various strategies to prevent attacks in educational institutions of different levels (kindergartens, schools, universities).Methods. Armed attacks in educational institutions are the focus of our research. The material includes published research data (articles, dissertations and monographs) in English and Russian. The set of methods included generalizing conclusions published by peer investigators regarding the considered matter. Bibliographic databases (i.e. Federal State Institution “Russian State Library”, library platforms of Lomonosov Moscow State University and Peoples’ Friendship University of Russia) and scientific networks (ResearchGate, Web of Knowledge, Scopus, Google Scholar, Academia.edu, Mendeley) were used to explore research data. The findings present over 127 thousand publications regarding meta-analysis of armed attacks and mass shooting that occurred in educational institutions, as well as their social, psychological, cultural, and informational implications.Results and Discussion. The analysis of data regarding armed attacks in educational institutions demonstrates a very specific phenomenon that belongs to a specific type of crimes. Findings show that mass shootings of schoolchildren and students occur annually in the United States, apparently due to the free circulation of firearms and the cult of the guns. From 1974 to 1921 the US witnesses over 50 major armed attacks causing over a hundred deaths. In China, this problem is also substantial due to the country’s rapid and profound social changes (reforms, gender imbalance and demographic policy). Cold arms (knives, hammers) is the major weapon of assault in China, which caused deaths of at least a hundred children. In Europe, school shooting is not a critical problem, with only few cases reported by a few countries (Germany, Denmark and Finland). Russia shows no increase in the number of armed attacks using firearms or cold arms. In general, such incidents occur annually (1 to 4 violence cases) and are associated with slumped standards of living, increased aggression, social and psychological maladaptation among the population. To solve this problem, an integrated approach is needed, which could bring together technical and social aspects. The technical aspects imply broader use of video surveillance security systems and barriers, as well as regular profound inspections of school grounds (the venue and inside the school building). However, preventive measures should effectively provide for the social aspect to ensure expanded and deeper social and communicative relations within the student – administration / school teacher – parents paradigm. Taken together, these measures are bound o mitigate many factors of antisocial, aggressive, and violent behaviors in schools.Conclusion. A comprehensive analysis of Russian and foreign literature regarding armed attacks in educational institutions suggests that this is an independent psychosocial phenomenon. A system approach of the study allowed to establish a school shooter’s presumable portrait, as well as to identify typical social and personal characteristics of a shooter’s personality (i.e. social isolation; lack of individual ability to cope with life difficulties, such as study failures, conflicts at school or in the family; weak social integration at school and in other communities; decreased self-esteem and identity-related problems, in particular gender-related issues). ","PeriodicalId":36526,"journal":{"name":"Medico-Biological and Socio-Psychological Issues of Safety in Emergency Situations","volume":"42 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Armed attacks in educational institutions: social, psychological and informational problems of education security in Russia and abroad\",\"authors\":\"V. V. Glebov, V. Shevtsov, D. Efremova\",\"doi\":\"10.25016/2541-7487-2023-0-1-87-99\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Relevance. The history of armed attacks on educational institutions originated in the United States, but in recent decades this social phenomenon has spread widely to other countries, including Russia. Mass social tragedies associated with deaths of the youth cause great concern among all groups of population and require comprehensive prevention measures.The objective of the study is to identify social environmental factors that shape school shooter mentality, as well as to explore various strategies to prevent attacks in educational institutions of different levels (kindergartens, schools, universities).Methods. Armed attacks in educational institutions are the focus of our research. The material includes published research data (articles, dissertations and monographs) in English and Russian. The set of methods included generalizing conclusions published by peer investigators regarding the considered matter. Bibliographic databases (i.e. Federal State Institution “Russian State Library”, library platforms of Lomonosov Moscow State University and Peoples’ Friendship University of Russia) and scientific networks (ResearchGate, Web of Knowledge, Scopus, Google Scholar, Academia.edu, Mendeley) were used to explore research data. The findings present over 127 thousand publications regarding meta-analysis of armed attacks and mass shooting that occurred in educational institutions, as well as their social, psychological, cultural, and informational implications.Results and Discussion. The analysis of data regarding armed attacks in educational institutions demonstrates a very specific phenomenon that belongs to a specific type of crimes. Findings show that mass shootings of schoolchildren and students occur annually in the United States, apparently due to the free circulation of firearms and the cult of the guns. From 1974 to 1921 the US witnesses over 50 major armed attacks causing over a hundred deaths. In China, this problem is also substantial due to the country’s rapid and profound social changes (reforms, gender imbalance and demographic policy). Cold arms (knives, hammers) is the major weapon of assault in China, which caused deaths of at least a hundred children. In Europe, school shooting is not a critical problem, with only few cases reported by a few countries (Germany, Denmark and Finland). Russia shows no increase in the number of armed attacks using firearms or cold arms. In general, such incidents occur annually (1 to 4 violence cases) and are associated with slumped standards of living, increased aggression, social and psychological maladaptation among the population. To solve this problem, an integrated approach is needed, which could bring together technical and social aspects. The technical aspects imply broader use of video surveillance security systems and barriers, as well as regular profound inspections of school grounds (the venue and inside the school building). However, preventive measures should effectively provide for the social aspect to ensure expanded and deeper social and communicative relations within the student – administration / school teacher – parents paradigm. Taken together, these measures are bound o mitigate many factors of antisocial, aggressive, and violent behaviors in schools.Conclusion. A comprehensive analysis of Russian and foreign literature regarding armed attacks in educational institutions suggests that this is an independent psychosocial phenomenon. A system approach of the study allowed to establish a school shooter’s presumable portrait, as well as to identify typical social and personal characteristics of a shooter’s personality (i.e. social isolation; lack of individual ability to cope with life difficulties, such as study failures, conflicts at school or in the family; weak social integration at school and in other communities; decreased self-esteem and identity-related problems, in particular gender-related issues). \",\"PeriodicalId\":36526,\"journal\":{\"name\":\"Medico-Biological and Socio-Psychological Issues of Safety in Emergency Situations\",\"volume\":\"42 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-05-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Medico-Biological and Socio-Psychological Issues of Safety in Emergency Situations\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.25016/2541-7487-2023-0-1-87-99\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Health Professions\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medico-Biological and Socio-Psychological Issues of Safety in Emergency Situations","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.25016/2541-7487-2023-0-1-87-99","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Health Professions","Score":null,"Total":0}
引用次数: 0
摘要
的相关性。武装袭击教育机构的历史起源于美国,但近几十年来,这种社会现象已广泛蔓延到包括俄罗斯在内的其他国家。与青年死亡有关的大规模社会悲剧引起所有人口群体的极大关注,需要采取全面的预防措施。本研究的目的是确定塑造校园枪手心态的社会环境因素,并探讨在不同层次的教育机构(幼儿园,学校,大学)中预防袭击的各种策略。对教育机构的武装袭击是我们研究的重点。材料包括发表的研究数据(文章,论文和专著)在英语和俄语。这套方法包括归纳同行调查人员就所考虑的问题发表的结论。利用书目数据库(如联邦国家机构“俄罗斯国家图书馆”、莫斯科国立大学和俄罗斯人民友谊大学图书馆平台)和科学网络(ResearchGate、Web of Knowledge、Scopus、Google Scholar、Academia.edu、Mendeley)对研究数据进行挖掘。调查结果显示,超过12.7万份出版物涉及对发生在教育机构的武装袭击和大规模枪击事件的荟萃分析,以及它们的社会、心理、文化和信息影响。结果和讨论。对教育机构内武装袭击数据的分析表明,有一种非常具体的现象属于一种特定类型的犯罪。调查结果显示,美国每年都会发生大规模枪击事件,这显然是由于枪支的自由流通和对枪支的崇拜。从1974年到1921年,美国目睹了50多次重大武装袭击,造成100多人死亡。在中国,由于国家快速而深刻的社会变革(改革、性别失衡和人口政策),这个问题也很严重。在中国,冷兵器(刀、锤)是主要的攻击武器,造成至少100名儿童死亡。在欧洲,校园枪击不是一个严重的问题,只有少数几个国家(德国、丹麦和芬兰)报告了几起案件。俄罗斯使用火器或冷兵器的武装袭击数量没有增加。一般来说,这类事件每年发生一次(1至4起暴力案件),并与人民生活水平下降、侵略行为增加、社会和心理适应不良有关。为了解决这个问题,需要一种综合的方法,它可以把技术和社会方面结合起来。技术方面意味着更广泛地使用视频监控安全系统和屏障,以及定期对学校场地(场地和学校建筑内部)进行深入检查。然而,预防措施应有效地提供社会方面,以确保在学生-行政部门/学校-教师-家长范式中扩大和深化社会和交流关系。综上所述,这些措施一定会减轻学校中反社会、攻击性和暴力行为的许多因素。对俄罗斯和外国文献中有关教育机构武装袭击的综合分析表明,这是一种独立的社会心理现象。该研究的系统方法允许建立校园枪手的假定肖像,以及确定枪手个性的典型社会和个人特征(即社会孤立;缺乏应付生活困难的个人能力,例如学习失败、学校或家庭冲突;学校和其他社区的社会融合程度较低;自尊心下降和与身份有关的问题,特别是与性别有关的问题)。
Armed attacks in educational institutions: social, psychological and informational problems of education security in Russia and abroad
Relevance. The history of armed attacks on educational institutions originated in the United States, but in recent decades this social phenomenon has spread widely to other countries, including Russia. Mass social tragedies associated with deaths of the youth cause great concern among all groups of population and require comprehensive prevention measures.The objective of the study is to identify social environmental factors that shape school shooter mentality, as well as to explore various strategies to prevent attacks in educational institutions of different levels (kindergartens, schools, universities).Methods. Armed attacks in educational institutions are the focus of our research. The material includes published research data (articles, dissertations and monographs) in English and Russian. The set of methods included generalizing conclusions published by peer investigators regarding the considered matter. Bibliographic databases (i.e. Federal State Institution “Russian State Library”, library platforms of Lomonosov Moscow State University and Peoples’ Friendship University of Russia) and scientific networks (ResearchGate, Web of Knowledge, Scopus, Google Scholar, Academia.edu, Mendeley) were used to explore research data. The findings present over 127 thousand publications regarding meta-analysis of armed attacks and mass shooting that occurred in educational institutions, as well as their social, psychological, cultural, and informational implications.Results and Discussion. The analysis of data regarding armed attacks in educational institutions demonstrates a very specific phenomenon that belongs to a specific type of crimes. Findings show that mass shootings of schoolchildren and students occur annually in the United States, apparently due to the free circulation of firearms and the cult of the guns. From 1974 to 1921 the US witnesses over 50 major armed attacks causing over a hundred deaths. In China, this problem is also substantial due to the country’s rapid and profound social changes (reforms, gender imbalance and demographic policy). Cold arms (knives, hammers) is the major weapon of assault in China, which caused deaths of at least a hundred children. In Europe, school shooting is not a critical problem, with only few cases reported by a few countries (Germany, Denmark and Finland). Russia shows no increase in the number of armed attacks using firearms or cold arms. In general, such incidents occur annually (1 to 4 violence cases) and are associated with slumped standards of living, increased aggression, social and psychological maladaptation among the population. To solve this problem, an integrated approach is needed, which could bring together technical and social aspects. The technical aspects imply broader use of video surveillance security systems and barriers, as well as regular profound inspections of school grounds (the venue and inside the school building). However, preventive measures should effectively provide for the social aspect to ensure expanded and deeper social and communicative relations within the student – administration / school teacher – parents paradigm. Taken together, these measures are bound o mitigate many factors of antisocial, aggressive, and violent behaviors in schools.Conclusion. A comprehensive analysis of Russian and foreign literature regarding armed attacks in educational institutions suggests that this is an independent psychosocial phenomenon. A system approach of the study allowed to establish a school shooter’s presumable portrait, as well as to identify typical social and personal characteristics of a shooter’s personality (i.e. social isolation; lack of individual ability to cope with life difficulties, such as study failures, conflicts at school or in the family; weak social integration at school and in other communities; decreased self-esteem and identity-related problems, in particular gender-related issues).