Columbine Case Analysis

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U09d1- Columbine Shooting Case Study Analysis MPA5400 - Public Administration Theory Table of Contents Abstract……………………………………………………………………………………………………………………….3 Introduction…………………………………………………………………………………………………………………4 Theories Identified & Defined……………………………………………………………………………………..4 Internal & External Relationships………………………………………………………………………………..5 Immediate Crisis Response………………………………………………………………………………………….8 Helpful Social Responses……………………………………………………………………………………………..8 Bullying Policy Changes………………………………………………………………………………………………10 Post Columbine Administrative Changes……………………………………………………………………12 How Administration can Improve……………………………………………………………………………...13 Conclusion………………………………………………………………………………………………………………….15 References………………………………………………………………………………………………………………….16 Abstract Many students and staff who were at Columbine High School on April 20, 1999, are still feeling the long-term effects thirteen years later. The lessons learned from the shootings could fill volumes. The most important learning that can be gained from the tragedy is the importance of working together in a united effort to meet the needs of students, families, and communities under the most horrific of circumstances. In this case study analysis I will focus on three primary theories—differential association, social control, and anomie, and how they help us to understand the mentality of juveniles who commit acts of school violence such as the Columbine shootings. Introduction On April 20, 1999, two high school students – Eric Harris, 18, and Dylan Klebold, 17, at Columbine High School in Littleton, Colorado arrived at their school with the purpose of committing a large scale massacre. Armed with firearms and explosives, they shot and killed twelve students and a teacher before turning the gun on themselves in the school library. In the wake of the shooting

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