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The diagnosis of Complicated Grief (CG) is being proposed for inclusion in DSM–5. As such, it has been the focus of several studies purporting to build evidence of its validity and its conceptual and statistical distinction from Posttraumatic Stress Disorder (PTSD) and depression (Bonanno et al., 2007; Golden & Dalgleish, 2010; Prigerson et al., 1995b). However, previous research has focused predominantly on bereavement caused by non-violent means (e.g., prolonged terminal illness). This study attempts to explore the nature of CG among a sample of students who survived a mass shooting. Exploratory and confirmatory factor analytic procedures were used to examine and confirm the factor structure of CG as reported in previous studies (e.g., Boelen & van den Bout, 2005; Dillen, Fontaine, & Verhofstadt-Denève, 2008). A refined CG scale was then used as a criterion to demonstrate how different types of traumatic exposure contribute to symptoms of CG and/or posttraumatic stress (PTS). It was hypothesized that exposure items related to bereavement would be more related to CG than to PTS, whereas direct exposure to the shootings would be more closely related to PTS than to CG. Results of exploratory and confirmatory factor analyses supported CG as a unitary construct distinct from PTS and from anxiety/depression. Logistic regression results demonstrated that bereavement status was significantly predicted by CG but not PTS: Participants who scored 1 standard deviation above the mean on the CG scale were 14.64 times more likely to have been bereaved than were those who scored at the mean. SEM analyses were used to provide an additional test of this hypothesis. The final model had acceptable fit as assessed by RMSEA = .046, CI = .043–.049, SRMR = .048, and CFI = .990; however, the Satorra-Bentler Scaled Ï 2 = 1507.82, df = 589, p < .001, did not support the model. Overall, results of SEM suggested that interpersonal loss (i.e., whether a friend was killed, injured, or escaped from the shootings) predicted CG but not PTS, whereas perceived threat predicted both CG and PTS. / Ph. D.

When school shootings occur in primary or secondary schools they draw a massive amount of media attention. Frequently, after the shooting stops, the media begins to prognosticate about the factors that led to the occurrence of the tragedy. However, there is a dearth of research examining those factors that are perpetuated by the media, as well as the factors that are most discussed in scholarly publications. Therefore, the aim of this research project was to explore the perpetration factors that have been perpetuated by the media, and compare those to the perpetration factors that are most frequently discussed by researchers. The study posed three research questions, which explored the factors that were most discussed, the differences between print news sources and journal articles in regard to the factors they discussed, and the possible changes of factors through time. The exploration of these research questions was based in social constructionist thought, as the theory provided a framework for exploring how the findings may impact subsequent prevention of the phenomenon. The study found that there were numerous factors discussed by the media and researchers, which broke down into school factors, cultural factors, individual factors, biological facts, and family factors. Through triangulation of available data the study also found that there were differences between the perpetration factors as they are discussed by the print news and scholars, as well as differences in discussion of factors through time. These differences indicate that prevention efforts may be hindered due to a faulty understanding of rampage school shootings, which is being perpetuated by the media. The findings also indicate several areas for future research to focus on, such as: exploration of other media formats, examining the constructs proposed by the research project, and exploring the methods that individuals involved with prevention determine the threat level of individuals who are viewed as posing a risk.

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This dissertation traces the rhetorical history of Virginia Tech's April 16th Memorial from its earliest appearance immediately following the April 16, 2007 shootings up to its present iteration as a permanent memorial on Virginia Tech's campus. Specifically, this study reveals how the April 16th Memorial is a public memory performance that has changed (and continues to change) in its form, function, and significance across time. Based on a data set that includes archival evidence, interview data, and fieldwork, I argue that over the course of its history, the April 16th Memorial has negotiated tensions and fusions between the epideictic and deliberative genres that exist within its bounds. In doing so, the memorial asks audiences to honor and remember the dead while also compelling audiences to deliberate over the social and political issues punctuated by the tragedy. Whereas the epideictic appeals in the memorial aim to reknit the community, the deliberative appeals invite audiences to imagine a better, safer world. By tracing the intersections between these two genres, this study demonstrates how complementary and competing forces in the memorial vie over not only constructions of public memory but also the lessons we are meant to gain from the April 16, 2007 shootings at Virginia Tech. / Doctor of Philosophy / Public memory refers to the shared recollections of history among members of a specific community. Rather than individual memory, public memory is constituted by what communities choose to remember and forget and what gets retold to future generations. Specific artifacts help support the creation of public memory, including archives, museums, monuments, and memorials. Scholars tend to agree that what communities chose to monumentalize in stone often reflects a desire to shape public memory in strategic ways. This dissertation traces the history of the April 16th Memorial at Virginia Tech in order to capture how the commemorative site has influenced (and continues to influence) public memory of the shootings that occurred at Virginia Tech on April 16, 2007. Using archival evidence, interview data, and fieldnotes collected at the site, I argue that the April 16th Memorial asks visitors to honor and remember the dead while also compelling visitors to deliberate over the kinds of action that might prevent school shootings in the future. This study demonstrates how complementary and competing forces in the memorial vie over not only constructions of public memory but also the lessons we are meant to gain from the April 16, 2007 shootings at Virginia Tech.

This research uses moral panic theory to investigate the ways in which print media coverage influences the association of mental illness with acts of mass violence in schools. I explore the relationship between the rhetoric of moral entrepreneurs (such as victims' friends and family members, law enforcement agencies, criminal justice and mental health professionals, gun rights activists, mayors, members of Congress, and presidents), the construction of a moral panic, and the identification of a folk devil (a person or population deemed responsible for the evils of a society; to be feared and controlled in order to minimize threat). Perpetrators of school shootings are often discussed in terms of their consumption of violent media (such as movies, music, and video games), their access to firearms, their social standing among their peers (socially isolated, ostracized, or bullied at school), and their mental health status. I hypothesize that mental illness has become a common frame in which school shooters are discussed by the media, despite the fact that mentally ill persons are less likely than non-disordered individuals to commit acts of violence. Therefore, this characterization of the mentally ill as violent and dangerous is disproportionate to the actual level of threat. I conduct a quantitative frame analysis of print newspaper articles published in the New York Times and one local newspaper during the month following each mass school shooting between 1991 and 2015, coding for the type of moral entrepreneur (grassroots, interest-group, or elite), the folk devil identified (violent media, firearms, social alienation, and/or mental illness), and whether the folk devil was being affirmed or denied. Results reveal that guns are affirmed as the folk devil more often than mental illness, but are also denied most often; whereas mental illness is affirmed nearly as often as guns, and is less frequently denied as the folk devil — leading to the conclusion that mental illness is the most frequently accepted folk devil associated with school shootings. This serves as a cautionary warning against the conflation of mental illness with mass shootings, because it intensifies the stigma attached to mental illness — a known deterrent to seeking treatment. / Ph. D.

Mass murder in the United States is increasing, yet understanding of mass murderers is still relatively limited. Many perpetrators compose manifestos, which include journals, blogs, letters, videos, and other writings. Previous research has indicated that personal messages are of great social and psychological importance; however, there remains an important gap in the current literature regarding studies specific to these manifestos. As such, the purpose of this qualitative multiple case study was to provide greater understanding of mass murderers' motives and mindsets through psycholinguistic analysis of their recorded words. The constructivist conceptual framework enabled gathering, analyzing, interpreting, and reporting thematic language from a purposeful sample of 12 American mass murderer manifestos, all of which were freely available online. The 6 research questions aligned with 6 psycholinguistic themes: ego survival and revenge; pseudocommando mindset: persecution, envy, obliteration; envy; nihilism; entitlement; and heroic revenge fantasy. Descriptive and analytical coding allowed for the identification of sentences and passages representative of each theme. Findings revealed a high degree of support for nihilism and ego survival and revenge, moderate support for heroic revenge fantasy and pseudocommando mindset, and limited support for entitlement and envy. These findings contribute to the existing literature, enhancing social change initiatives through increased understanding of mass murderers' communications and prompting further needed research. With greater awareness comes the potential for early identification and intervention, which may favorably impact psychology and law enforcement professionals and at-risk individuals.

Photojournalism captures moments within an event or space in time that are used to tell a larger story. Photographs are powerful tools for communication because these moments not only represent facts; they also have an ability to speak to viewers on a relatable and emotional level. With this power comes ethical responsibility and natural tension points between photograph, and journalistic practices. Journalism’s ethics codes group points of discussion specific to photographs into categories of manipulation, privacy, or graphic content. This thesis argues that these issues fall into broader overlapping themes of authenticity and sensitivity. Using visual analysis of four photographs from the Boston Marathon bombing and Newtown school shooting, it considers how journalists deal with the relationship between photography and journalistic theory using this ethical framework of authenticity and sensitivity. It concludes with a discussion of best practices for coverage of tragic events from the real-world perspective of the photojournalist.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Humanas, Departamento de História, Programa de Pós-Graduação em História, 2017. / Submitted by Albânia Cézar de Melo (albania@bce.unb.br) on 2017-04-13T13:14:56Z No. of bitstreams: 1 2017_ThaizaAlvesMatos.pdf: 1290662 bytes, checksum: fbc2a8e350a64449018a61d467b9979d (MD5) / Approved for entry into archive by Raquel Viana(raquelviana@bce.unb.br) on 2017-04-17T18:58:01Z (GMT) No. of bitstreams: 1 2017_ThaizaAlvesMatos.pdf: 1290662 bytes, checksum: fbc2a8e350a64449018a61d467b9979d (MD5) / Made available in DSpace on 2017-04-17T18:58:01Z (GMT). No. of bitstreams: 1 2017_ThaizaAlvesMatos.pdf: 1290662 bytes, checksum: fbc2a8e350a64449018a61d467b9979d (MD5) / Refletir sobre o mundo contemporâneo nos leva a considerar fatores, tais como os rompantes de violência em uma sociedade. No nosso caso, voltamos nosso olhar para os Estados Unidos, buscando compreender como essa violência e mais especificamente o school shooting se tornou um ícone que nos remete aquele país. Para tanto, a investigação é centrada em duas produções cinematograficas: Elephant (2003) de Gus Van Sant e Bowling for Columbine (2002) de Michael Moore. Os dois filmes são resultado de um mesmo evento: o massacre ocorrido em Columbine High School em 20 de abril de 1999. Por meio da sensibilidade de Gus Van Sant e da assertividade de Michael Moore buscamos analisar de que maneira esse tipo de episódio nos Estados Unidos da América é um fenômeno cultural e, para tanto, recorreremos a estudos sociológicos, como os desenvolvidos por Cohen e Tonry. Tais estudos nos auxiliarão a repensar e melhor compreender como crianças e adolescentes abrem fogo dentro de uma escola e a significação desse acontecimento. / To reflect about the contemporary world leads us to consider many factors, such as the outbreaks of violence in a society. In our case, we turn our gaze to the United States of America, seeking to understand how this violence, and more specifically the school shooting, has become an icon that brings us back to that country. To do so, this research is centered on two cinematographic productions: Elephant (2003), by Gus Van Sant, and Bowling for Columbine (2002), by Michael Moore. Both films are the result of the same event: the massacre at Columbine High School on April 20, 1999. Through the Gus Van Sant’s sensitivity and the Michael Moore’s assertiveness, we sought to analyze in wich ways this kind of episode, in the United States of America, is a cultural phenomenon, and to do this we will resort to sociological studies such as those developed by Cohen and Tonry, to broaden and rethink what tools would enable us to better understand how children and teenagers open fire within a school and the significance of that event.