Modeling the Process of School Shooters Radicalization (Russian Case); Social Sciences; Vol. 10, iss. 12
| Parent link: | Social Sciences Vol. 10, iss. 12.— 2021.— [477, 26 p.] |
|---|---|
| Main Author: | |
| Corporate Authors: | , , |
| Other Authors: | , |
| Summary: | Title screen Research on radicalization became relevant to the study of terrorism and violent extremism just two decades ago. The accumulated empirical data on terrorism have led researchers and experts to understand that radicalization is a predictor of violent actions by terrorists, violent extremists, and lone actors. Violent incidents committed by school shooters are not terrorist crimes, but there is good reasons for inclusion as terrorist crimes since they have similar mechanisms. The article aims to create a conceptual model of school-shooter radicalization and determine the distinguishing features of the process. The paper presents a theoretical and methodological base of content analysis concepts, political models, and terrorist radicalization on the different levels of study. Based on the content analysis results, we identify the significant gaps in the research field, consider the radicalization phenomenon in detail, substantiated the qualitative aspects of the school shooters radicalization, and propose a conceptual scheme. Psychological, behavioral, cognitive aspects of the school shooters radicalization reflect a holistic picture of the relationship between the process phases and changes in the parameters of the object’s state. The aspects of radicalization and this phenomenon's qualitative properties are interpreted as the determinants of the conceptual model. The model includes five stages, each of which is considered to be one of the components for the formation and acceptance of the idea of a violent way to solve a problem, but certainly do not act individually as the only component that leads to the actual implementation of the incident of a school shooting. An in-depth study of online social connections and warning signs, mobilization factors, behavioral trajectories, and imitation mechanisms can help scientists understand why school shooters are increasingly motivated to use violent means to achieve personal goals. We have outlined the possibilities and prospects of the model's application and directions for future research. |
| Language: | English |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://earchive.tpu.ru/handle/11683/74792 https://doi.org/10.3390/socsci10120477 |
| Format: | Electronic Book Chapter |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=668064 |
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| 200 | 1 | |a Modeling the Process of School Shooters Radicalization (Russian Case) |f A. Yu. Karpova, A. O. Savelyev, N. G. Maksimova | |
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| 300 | |a Title screen | ||
| 330 | |a Research on radicalization became relevant to the study of terrorism and violent extremism just two decades ago. The accumulated empirical data on terrorism have led researchers and experts to understand that radicalization is a predictor of violent actions by terrorists, violent extremists, and lone actors. Violent incidents committed by school shooters are not terrorist crimes, but there is good reasons for inclusion as terrorist crimes since they have similar mechanisms. The article aims to create a conceptual model of school-shooter radicalization and determine the distinguishing features of the process. The paper presents a theoretical and methodological base of content analysis concepts, political models, and terrorist radicalization on the different levels of study. Based on the content analysis results, we identify the significant gaps in the research field, consider the radicalization phenomenon in detail, substantiated the qualitative aspects of the school shooters radicalization, and propose a conceptual scheme. Psychological, behavioral, cognitive aspects of the school shooters radicalization reflect a holistic picture of the relationship between the process phases and changes in the parameters of the object’s state. | ||
| 330 | |a The aspects of radicalization and this phenomenon's qualitative properties are interpreted as the determinants of the conceptual model. The model includes five stages, each of which is considered to be one of the components for the formation and acceptance of the idea of a violent way to solve a problem, but certainly do not act individually as the only component that leads to the actual implementation of the incident of a school shooting. An in-depth study of online social connections and warning signs, mobilization factors, behavioral trajectories, and imitation mechanisms can help scientists understand why school shooters are increasingly motivated to use violent means to achieve personal goals. We have outlined the possibilities and prospects of the model's application and directions for future research. | ||
| 461 | |t Social Sciences | ||
| 463 | |t Vol. 10, iss. 12 |v [477, 26 p.] |d 2021 | ||
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| 610 | 1 | |a terrorism | |
| 610 | 1 | |a school shooting | |
| 610 | 1 | |a school shooter | |
| 610 | 1 | |a copycat criminal | |
| 610 | 1 | |a conceptual models | |
| 610 | 1 | |a молодежь | |
| 610 | 1 | |a радикализация | |
| 610 | 1 | |a экстремизм | |
| 610 | 1 | |a терроризм | |
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| 610 | 1 | |a скулшутеры | |
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