Mass Murder at School and Cumulative Strain
Mass Murder at School and Cumulative Strain
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学校大规模谋杀案和累积压力
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Eric Madfis
中科院分区：
文献类型：
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作者：
J. Levin;Eric Madfis
为了解释学生在学校犯下的大规模谋杀的起源，作者提出了一个五阶段顺序模型，其中几种犯罪学理论（应变理论、控制理论和日常活动理论）共同发挥作用，以证明它们的累积效应。这些阶段如下：慢性毒株、失控毒株、急性毒株、计划阶段和屠杀阶段。在生命早期或青春期经历的长期挫折（慢性压力）会导致社会孤立，而由此导致的亲社会支持系统的缺乏（无法控制的压力）反过来又会导致短期负面事件（急性压力），无论是真实的还是想象的，都具有特别的破坏性。因此，急性紧张启动了一个计划阶段，在这个阶段，大规模杀戮被幻想成一种男性化的解决方案，以重新获得失去的控制感，并采取行动确保幻想能成为现实。规划过程的结果是一场大屠杀，在教室和校园里，学生们紧密地挤在一起，武器促成了大规模杀伤性。在此基础上，提出了防治对策。
To explain the genesis of mass murder committed by students at their schools, the authors propose a five-stage sequential model in which several criminological theories (strain theory, control theory, and routine activities theory) are brought to bear collectively to demonstrate their cumulative effect. These stages are as follows: chronic strain, uncontrolled strain, acute strain, the planning stage, and the massacre. Long-term frustrations (chronic strains) experienced early in life or in adolescence lead to social isolation, and the resultant lack of prosocial support systems (uncontrolled strain) in turn allows a short-term negative event (acute strain), be it real or imagined, to be particularly devastating. As such, the acute strain initiates a planning stage, wherein a mass killing is fantasized about as a masculine solution to regain lost feelings of control, and actions are taken to ensure the fantasy can become reality. The planning process concludes in a massacre facilitated by weapons that enable mass destruction in schoolrooms and campuses, where students are closely packed together. Based on this analysis, prevention strategies are suggested.