GregCronin
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Jul 3, 2007, 11:57 AM
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Massacre at Virginia Tech: A Community in Change
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By Greg Cronin, CCD
There is more than a verbal tie between the words common, community, and communication . . . try the experiment of communicating, with fullness and accuracy, some experience to another, especially if it is somewhat complicated, and you will find your own attitude toward your experience changing.
John Dewey (American Philosopher and Educator)
While most camps have planned for months, the actual application of putting concepts to practical learning started this month. Some camps have engaged in a long staff orientation, and a few have scrambled to get in a couple of days, but in either case the kids have arrived. With the deadliest shooting in American history nearly three month old, we as the leaders of youth must learn as much as we can about this tragedy and apply it to our camps.
On April 16, 2007 Seung-Hui Cho, a Virginia Tech student, shot and killed 32 people and wounded many more. His two attacks, some two hours apart, sent the nation into a tailspin of sorrow which included comments from: his family, the victims' families, Virginia Tech, the President of the United States, the Governor of Virginia, and many other heads of state, colleges and universities from around the country, all major media outlets, and many more.
This tragedy is the third major trauma Virginia residents have faced since 9/11. In real terms, families with school-aged children have had to deal with the unimaginable task of helping their kids through three of the biggest psychologically damaging events in state history. The depth of understanding we are asking some students to deal with borders on the unbelievable.
A brief review:
On September 11, 2001, all of Northern Virginia had to cope with the direct affects of the Pentagon attack. For the first time in history, an act of war was committed on the Commonwealth of Virginia. All high school students quickly discovered learning, as they knew it, had changed instantly. In addition to the loss of life, property damage, and the ensuing new security measures all residents had to acclimatize themselves with, many students had school events cancelled. Games, homecomings, and other social events were postponed or removed from schedules to allow for the healing process to begin. These academic and social omissions were so devastating to student growth; academic expectations had to be altered to accommodate the drop in student function.
In the fall of 2002, Northern Virginia again experienced the consequences of an unimaginable terrorist attack when two snipers engaged in a killing spree for over a month. With the area in turmoil and people scared to be outside, schools again cut or cancelled events for student safety. In addition to changes in social events, most schools revamped academic curriculum to reflect the decreased capacity students had for retaining classroom information. People were afraid to be out in public and the thought of dropping children off for school was extremely difficult for many parents.
The recent Virginia Tech massacre adds a new, yet not unfamiliar, dimension to what we are asking children to understand. Given the unexplainable magnitude of these three incidents, it is difficult to translate seemingly incomprehensible feelings to aspiring camp staff. The task of transmitting theoretical camp ideals to students who are still emotionally traumatized is difficult, especially when you consider some have just lost their best friends or teachers in an environment they once regarded as safe. And for those students who were in Northern Virginia high schools and then decided to attend Virginia Tech, it is even more unrealistic.
What comes through here is the profound affect each individual has on a community. The “sense of community” is a concept in social psychology which focuses on the experience of community rather than its structure, formation, setting or other features. Sociologists have theorized about and carried out empirical research on community, but the psychological approach asks questions about the individual’s perception, understanding, attitudes, feelings, etc. about community and his or her relationship to it and to others’ participation – indeed the complete, multifaceted community experience. (Wikipedia, 2007)
McMillan and Chavis (1986) define a Sense of Community as “a feeling that members have of belonging, a feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met through their commitment to be together.” The four components that make up “Sense of Community” theory are: - Membership - boundaries, emotional safety, a sense of belonging, personal investment, a common symbol system
- Influence - empowered and capable
- Integration and fulfillment of needs - being desired and valued
- Shared emotional connection - contact, quality, closure
In learning about what happened at Virginia Tech, investigators have clearly pointed to a lot of evidence where Seung-Hui Cho did not feel a sense of connection to his school. In example after example we learned how his perceived failure or inability to integrate caused him to be a loner.
His professors noted his writing was disturbing and encouraged him to seek counseling. CNN reported he had been declared mentally ill by a Virginia Special Justice and ordered to seek outpatient treatment in 2005.
Cho’s sense of community did not resemble any of the components as outlined by McMillan and Chavis. While it is impossible for institutions to predict the behavior of any one person, we can use this terrible tragedy to re-examine the type of integration experience each person has in any community by reviewing how the expected outcomes are being met.
What we learn from this tragedy is the importance of what camp has to offer in terms of value and community. It is needed now more than ever before and should be articulated for parents and staff as camps strive to eliminate the causes of isolation. For starters, the American Camp Association has identified the following seven goals in which they are assisting their member camps to provide a sense of community: - A commitment to a safe, nurturing environment
- Caring, competent adult role models
- Healthy, developmentally-appropriate experiences
- Service to the community and the natural world
- Opportunities for leadership and personal growth
- Discovery, experiential education, and learning opportunities
- Excellence and continuous self-improvement
Creating a safe environment where each person is valued and has a sense of belonging is critical to the camp experience. As Dewey suggests in the opening quote, it takes the experiment of communicating to foster a change in attitude. So how do camps create a process for this to happen? It is this “culture” of camp where the magic of individual growth and development takes place. Camp is the one place where fun is the vehicle by which higher level learning takes place. Through carefully planned, age-appropriate activities, trained staff uses activities like swimming, archery, sports, dance, cabin clean up, meals, and the like to promote life lessons.
This model of leadership development is also available for staff. Camp teaches responsibility in such a unique way; it benefits staff of all ages.
The developmental process of learning summer time responsibility facilitates staff to better understand their own individual abilities. Active participation in dealing with life situations frequently has, as a component, higher than expected positive outcomes. According to several Virginia Tech staff from both day and resident camps, they universally say they need camp this summer as a lead in to next year’s classes.
Specifically, they mention the desire to get back to an academic routine, being with their friends, pursuing their chosen academic goals and honoring their lost classmates by finishing what they started.
Since 1861 when the first organized camp was created, youth leaders have clearly understood the importance of offering a safe place where children can learn to be productive adults. For almost 150 years the camping industry has taken kids of all ages and helped to make them contributing members of society. Many even began their respective leadership roles as campers so we know the skill progression works. Nothing is more powerful than a camper coming to a supervisor and asking to apply for the leadership training program. What a tremendous affirmation for the process!!
On the other hand, when we see the cumulative negative affects of how one individual perceives his life to be, the results have the potential to be devastating. One of the key lessons to this tragedy is to understand how someone can go through so many life experiences and feel despair, anger, and confusion. Without a purpose or sense of belonging, the resulting desire to be destructive increases.
We, as camping professionals, strive to reduce potential negative growth experiences by constantly revising expected outcomes. Through a complex process of guided discovery, each camper is challenged to achieve things in a carefully designed progression of healthy perceived risks. Sometimes success is getting a head under water during swim lessons, or traversing a crevice during rock climbing, but in either case it is a safe, supervised activity designed to foster individual growth and personal development.
Children go to camp for many different reasons, but when asked most say they want to have fun, meet new people, or try different activities. The difficulty lies in getting children to live in a group setting with new boundaries while taking them through individual experiences. Because limitations are tested on a daily basis, campers are not left to mentally wander or go physically unnoticed for any length of time. Through careful staff observation during daily routines, each camper is encouraged to participate in activities as his or her comfort level allows. This results in a tangible experience each child can build upon as they get older.
The Virginia Tech students who were interviewed for this article wanted me to include their appreciation for the world-wide outpouring of support they received in the weeks after the shooting. They overwhelmingly included a sincere debt of gratitude for those organizations and individuals who embraced them in their time of crisis.
This incident has brought the Tech community closer together and the proof of this is illustrated by the incredibly high percentage of incoming freshman who have elected to not change schools.
This unprecedented event caused university leaders to make immediate decisions based on information they had at the time. According to several students, when the media arrived they criticized the school administration for actions they did or did not take without much mention of the victims or their families. This created a general feeling among the students that the media was not offering any help and the students just wanted them to leave.
In the week following the tragedy, students, friends, and faculty became closer than ever by going through a series of community based events. In addition to the well-spoken students which dominated the news, the community joined together for a candlelight vigil, gatherings of solidarity, and a sharing of great optimism.
The parallel symbolism here to many camp rituals and routines is important.
Responsible and dedicated camp directors use the power of the camp community to foster lasting friendships and inclusion. The important components of community — membership, influence, integration, and shared emotional connection — are the intrinsic values of camp that parents covet. Through the magic of camp, campers and staff learn, in practical terms, what it is to be a part of a special experience which demands participation and rewards effort. Anyone who has experienced the “last” day of the summer camp can attest to the power of belonging. Even though campers do not understand the scope of their experience, they do understand the strength in friendships.
The Tech students who are now in camp serve as an incredible example of what educated, caring students can do even when so much of their own high school and college experience is vastly different than anyone else’s has ever been. Like camp, these students are excited to return to a place where they call home. We should honor these brave young people and learn from their desire to empower others through the camp experience.
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Greg Cronin is an ACA Certified Camp Director with more than 25 years experience directing camps, including a highly successful day camp in Northern Virginia.
Greg co-chaired the ACA's 2002 National Conference in Washington, DC. In 2005 he received an honorable mention Golden Quill Award for Outstanding Contributions to Camping Magazine.
For 28 years, Greg has performed as a Master guide and trip leader with Precision Rafting in Friendsville, MD and River and Trail Outfitters in Knoxville, MD. He also competes on the local bass fishing circuit from March through October.
Greg is a much-sought-after presenter and organizer at ACA National and Regional conferences, a motivational speaker in the summer camp industry, and a coordinator of on-site staff orientations for both day and resident camps.
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Greg is the author of:
Are CIT Programs Worth the Risk?
Creating a Quality Staff is Like Making a Cake (Recipient of the Golden Quill Honorable Mention in March, 2005)
For more information on speeches and workshops, you can reach him at GregCronin@peoplepc.com or call 703-395-6661.
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(This post was edited by GregCronin on Jul 3, 2007, 2:13 PM)
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