¨ Social withdrawal: In some situations, gradual and eventually complete withdrawal from social contacts can be an important indicator of a troubled child . . .

¨ Excessive feelings of rejection. In the process of growing up, and in the course of adolescent development, many young people experience emotionally painful rejection. Children who are troubled often are isolated from their mentally healthy peers . . . Some aggressive children who are rejected by non-aggressive peers seek out aggressive friends who, in turn, reinforce their violent tendencies.

¨ Being a victim of violence. Children who are victims of violence—including physical or sexual abuse—in the community, at school, or at home are sometimes at risk themselves of becoming violent toward themselves or others.

¨ Feelings of being picked on and persecuted. The youth who feels constantly picked on, teased, bullied, singled out for ridicule, and humiliated at home or at school may initially withdraw socially. If not given adequate support in addressing these feelings, some children may vent them in inappropriate ways—includ- ing possible aggression or violence.

¨ Expression of violence in writings and drawings . . . Many children produce work about violent themes that for the most part is harmless when taken in context. However, an overrepresentation of violence in writings and drawings that is directed at specific individuals (family members, peers, other adults) consistently over time, may signal emotional problems and the potential for violence. Because there is a real danger in misdiagnosing such a sign, it is important to seek the guidance of a qualified professional . . .

¨ Uncontrolled anger. Everyone gets angry; anger is a natural emotion. However, anger that is expressed frequently and intensely in response to minor irritants may signal potential violent behavior toward self or others.

¨ History of discipline problems. Chronic behavior and disciplinary problems both in school and at home may suggest that underlying emotional needs are not being met . . .

¨ Past history of violent and aggressive behavior. Unless provided with support and counseling, a youth who has a history of aggressive or violent behavior is likely to repeat those behaviors. Aggressive and violent acts may be directed toward other individuals, be expressed in cruelty to animals, or include fire setting. Youth who show an early pattern of antisocial behavior frequently and across multiple settings are particularly at risk . . .

¨ Intolerance for differences and prejudicial attitudes. Membership in hate groups or the willingness to victimize individuals with disabilities or health problems also should be treated as early warning signs.

¨ Inappropriate access to, possession of, and use of firearms. Children and youth who inappropriately possess or have access to firearms can have an increased risk for violence. Research shows that such youngsters also have a higher probability of becoming victims. Families can reduce inappropriate access and use by restricting, monitoring, and supervising children's access to firearms and other weapons. Children who have a history of aggression, impulsiveness, or other emotional problems should not have access to firearms and other weapons.

¨ Serious threats of violence. Idle threats are a common response to frustration. Alternatively, one of the most reliable indicators that a youth is likely to commit a dangerous act toward self or others is a detailed and specific threat to use violence. Recent incidents across the country clearly indicate that threats to commit violence against oneself or others should be taken very seriously . . .

¨ Develop the capacity of staff, students, and families to intervene. Many school staff members are afraid of saying or doing the wrong thing when faced with a potentially violent student. Effective schools provide the entire school community—teachers, students, parents, support staff— with training and support in responding to imminent warning signs, preventing violence, and intervening safely and effectively . . .

¨ Support students in being responsible for their actions. Effective school communities encourage students to see themselves as responsible for their actions, and actively engage them in planning, implementing, and evaluating violence prevention initiatives.

¨ Simplify staff requests for urgent assistance. Many school systems and community agencies have complex legalistic referral systems with timelines and waiting lists. Children who are at risk of endangering themselves or others cannot be placed on waiting lists.

¨ Make interventions available as early as possible. Too frequently, interventions are not made available until the student becomes violent or is adjudicated as a youthful offender. Interventions for children who have reached this stage are both costly, restrictive, and relatively inefficient. Effective schools build mechanisms into their intervention processes to ensure that referrals are addressed promptly, and that feedback is provided to the referring individual. . .

¨ Analyze the contexts in which violent behavior occurs. School communities can enhance their effectiveness by conducting a functional analysis of the factors that set off violence . . .

¨ Evacuation procedures and other procedures to protect students and staff from harm. It is critical that schools identify safe areas where students and staff should go in a crisis. It also is important that schools practice having staff and students evacuate the premises in an orderly manner.

¨ An effective, fool-proof communication system. Individuals must have designated roles and responsibilities to prevent confusion.

¨ A process for securing immediate external support from law enforcement officials and other relevant community agencies . . .

¨ Make sure all adults . . . have an understanding of what they might do to prevent violence (e.g., being observant, knowing when to get help, and modeling good problem solving, anger management, and/or conflict resolution skills) and how they can safely support each other . . .

The impotent man, if he has a pistol, a knife, or a strong arm, can transcend life by destroying it in others or in himself . . . In creating and in destroying he transcends his role as a mere creature. Camus expressed this idea succinctly when he had Caligula say: "I live, I kill, I exercise the rapturous power of the destroyer, compared with which the power of the creator is merest child's play." This is the violence of the cripple, of those to whom life has denied any capacity for any positive expression of their specifically human powers. They need to destroy precisely because they are human, since being human means transcending thing-ness. n