By Susan Smith Nash, Ph.D.
In the days and weeks following the Virginia Tech tragedy, online courses were brimming with discussion posts, coursework, and questions having to do with school violence. Could eLearning help solve the problem of school violence? It's a controversial idea, but let's consider the possibilities.
1---Communications.
Online learning requires individuals to log into their course space at least once every day or so. At the portal, it is possible to post important information. This is an excellent method to disseminate information for students taking online courses as well as face-to-face, and hybrid.
The learning management system and the online bulletin board can be a fantastic way to get the word out if there are problems.
Perhaps even more compelling is the fact that students can use the discussion boards, information resource, and hotlines to work through their own feelings about situations. Students who feel alienated can become a part of a learning community and start to feel a sense of affiliation. Students who need information and don’t know where to turn can seek answers and exchange insights and ideas.
2---Online training for faculty and staff on how to spot depression, violent words, etc.
The truth is that many schools have felt uncomfortable with placing their teachers and administrators in a position where they may be forced into situations that are too much for them. In fact, I’ve heard the statement, "That student needs help, but I’m not that kind of doctor," many times. While it’s true that no one wants to do more harm than good by giving bad advice, it’s also important to give people at least the basics so that they can develop a plan for dealing with potential problems. For example, if those same professors were given the opportunity to take an online course, they may take it. Of course, the course would not turn them into counselors, psychologists, or psychiatrists, but it could give them strategies for intervention and referral. At the very least, it could help teachers and professors from unconsciously reinforcing the bullying.
3---Library of resources.
Part of offering support involves creating a repository of helpful articles. Be sure to make them easily downloadable Do not lock them behind too many password-protected portals, and provide information at all levels - from popular magazines, podcasts, videos, to journals and monographs
4---Links to counselors, helpful services.
Are the services free? How much do they cost? How does one get in touch? Is privacy protected? Be sure to answer the questions. Not only should a list be made available, but the website should provide guidelines for how to use them.
5---Creating a supportive, accepting learning environment.
Often this is a matter of vision. Good leadership involves vision, with buy-in at all levels. Faculty, administration, instructional designers, and support staff should know what a supportive learning environment looks like and how it behaves. They should then work together to make it a reality and to assure that once it exists, it continues to evolve and meet needs.
6---Modeling courteous, respectful behavior.
Discussion forums, bulletin boards, and open forums can be a great place to develop camaraderie and to see positive behavior modeled. Anonymous log-ins should not be allowed. Disrespectful and discourteous postings, inflammatory or hate speech should not be tolerated.
A key to learning how to get along is to set limits and enforce them. In doing so, the school encourages peer networks, satisfy need for affiliation.
What might warning signs look like in the online environment? The National School Safety Center has published a checklist that could help schools and colleges identify students prone to violence
(NSSC, http://www.schoolsafety.us/, 2007).
Behavioral experts caution that just because someone exhibits several, or even all, of the traits in their checklist, that person may never hurt others. However, in the twenty-plus years that the National School Safety Center, which was founded in 1984 by a Presidential directive, certain patterns have become evident, and that is it helpful for individuals to begin to familiarize themselves with warning signs. Possible online behaviors are listed below in parentheses.
1---Has a history of tantrums and uncontrollable angry outbursts. (May demonstrate a history of angry e-mails or a website filled with invectives.)
2---Characteristically resorts to name calling, cursing or abusive language. (May insult classmates or the instructor in the discussion board / class forum area.)
3---Habitually makes violent threats when angry. (May send e-mails that contain threats or threatening language.)
4---Has previously brought a weapon to school. (May mention weapons or violence.)
5---Has a background of serious disciplinary problems at school and in the community. (May not know the person’s background.)
6---Has a background of alcohol or other substance abuse or dependency. (May not know the person’s background.)
7---Is on the fringe of their peer group with few or no close friends. (May not know the person’s background.)
8---Is preoccupied with weapons, explosives, or other incendiary devices. (Posts, papers, and messages may demonstrate a preoccupation with weapons, explosives, etc.).
Granted, many of the items on the checklist are not behaviors that someone in an online course might see. However, if some of the behaviors are observed, the fact that information is at one’s fingertips may make the online environment an ideal place to address and resolve issues leading to school violence.
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