Too Much Violence: USVI Shootings Near Preschool's 2

Too Much Violence: USVI Shootings Near Preschool's 

 

(photo credit to associated press) 

Since the beginning of school two weeks ago I'm sure most parents would agree that things have been hectic; settling back into routines, conforming to new ones, etc. So this weekend I decided to let my hair down and get back into my old routines of reading daily publications from groups and people with like interests, but I was a little taken aback by some articles I'd read with regards to the homicide of Jermaine 'Bird' Williams in the parking lot of his child's preschool, George's Christian Academy in Whim, Frederiksted after school. According to numerous reports by local and associated press this father was shot in the parking lot while awaiting his wife to sign out their child after school. Students and school personnel were evacuated to secure room where they called for help from emergency responders but it was to no avail for the violence had already taken this father of three's life. Local public and private agencies came together to aid in the evaluations of students and staff scorned by the incident as was indicated by those in the Office of Child Care and Regulatory Services, but the ignorant violence has not ended nor has the arrogance of our community turning a blind eye to what is unfortunately becoming regular and that is too much violence within and near our schools.  

In 2013 I wrote a blog post, Too Much Violence; USVI Shootings Near Preschools, which illustrated for those who were unaware the rising amount of violence not only in schools but near schools that house our early learners. Different reports of gunfire at various head starts in Bovoni and in Berg's Home caught the attention of many concerned citizens and parents who spoke with officials from the Dept. of Human Services and the Virgin Islands Police Dept. expressing their concerns for the safety of their children. After a vote parents and officials came to the decision to send students to other Head Starts within the community that weren't experiencing such troubles due to violence in the community. That same year a similar incident took place on St. Croix regarding another parent who was shot and in the parking lot of their child's school after dropping off and killed trying escape inside the preschool housing two employees and ten children, causing the center to close.  

Nonetheless, as disturbing as all of this is, the fear and pain spread by the incident in question news and internet sources have chosen to ignore the blatant disregard for the lives of children within our territory in or out of school and call on legislators for stricter policies and legislations to defend our children while in learning institutions they have taken to the more 'popular' trend of 'blaming the victims'. According to reports made, rather than highlighting the severity of the crime instead many have taken to reporting the death of a gangster and gunfire fights that have since emerged in alleged retribution acts, basically glorifying the tragedies taken place causing more danger for residents of our islands.  

I am no politician nor legislator and my opinions are solely my own but when will it be enough to not only ignore the arrogance of others and educate them for the better? What will it take to stop turning a blind eye, to stop promoting and glorifying violence and the things that attribute to it? We are all members of this community and we are all members of families, but most importantly we all went to school and it was once considered safe.  

The views expressed within the blog are solely those of Ms. Child Advocate and does not reflect on any of her affiliations. For more on the U.S Virgin Islands youths read How Was Your First Day Of School, Too Much Violence: USVI Shootings Near Preschools, and Violence And Abuse In School 

  

Excessive Corporal Punishment In U.S.V.I

    (Picture below is of Yvonne Bowsky Elementary School, U.S.V.I)

      While doing my nightly reading (this time via the internet) I came across an article about one of our local elementary schools within the territory, Yvonne Bowsky Elementary School and couldn't resist reading about the latest news within the institution that inspires me so much. I always try to keep abreast of things happening within our territory's educational institutions, call it my way of staying informed. As I began to read this article I was confronted with many mixed emotions. First, I was happy to know that steps were finally being taken to rid our territory of such an unrealistic trait/ behavior for any educational professional since it was first off ridiculously bizarre ideal within educational guidelines and secondly we are in much more informed times, or at least I thought we were; after the article and attached video I wasn't to sure anymore. Next was fear to confront me, as I continued to read the article I realized that there had been an actual incident of this sort within the territory. In an effort not to become too overwhelmed I began to slightly rationalize the different situations in my head but everything I came up with was still bad. As the article came to a close I thought of two things; one I really do think that our new commissioner was much to light with the 'punishment' given for such an infraction especially since it was the vice principal of the school; a weeks suspension with pay and then a promotion to principal doesn't sent a good message. As noted within the same article featured within the St. Thomas Source and various others, such incidents do continue within the territory and abroad and reap the same horrid results. If the vice principal is allowed to get away with such behavior how do we really expect to deter others? Unfortunately it may actually be the only way for teachers to get a week off with pay. My second thought was about those present at the time of the incident; of everyone there including the person videotaping I wonder how many of them call themselves education professionals.

     Then I saw the video, and though it is merely 53 seconds long I found it chilling from beginning to end with terrifying screams. I figured the person videotaping either had my sentiments of not bearing to watch what they'd found after those horrid screams or they were too afraid of losing their job. Listening to that child scream and beg I wondered how I would feel know that was my child or even that my child could possibly be in such a situation, then my heart sunk and I felt ashamed for my territory; why would our lawmakers allow such an act to go seemingly unnoticed? I can appreciate the fact that since corporal punishment legally is still allowed within U.S.V.I schools that it was a large factor for consideration (with regards to those involved in the discussion making process). I'm also certain that tenure was also a matter of consideration since one does not become principal overnight; I'm sure the educator in question is no doubt an excellent one to be able to lead in such a capacity. But as someone held at such a high regard within the institution and society being idolized by students, parents and colleagues, one should continued to be held at such standards with regards to doing what is right and held accountable accordingly.

     According to the Global Initiative to End all Corporal Punishment Of Children and the overwhelming evidence that shows the harmful effects of corporal punishment show associations between corporal punishment and a wide range of negative outcomes, including; direct physical harm, negative impacts on mental and physical health, poor moral internalization, increased aggression in children, increased perpetration and experience of violence in adults, increased antisocial behavior, poor cognitive development, and damaged relationships.

     My thoughts then shifted back to the commissioners response to the video, a week off with pay and a promotion, and wondered if that had been her child in the video if she would've thought it appropriate.

The views expressed within the blog are solely those of Ms. Child Advocate and does not reflect on any of her affiliations. For more on the U.S Virgin Islands read Too Much Violence And Abuse In Our Schools, Too Much Violence: Shootings Near USVI Preschools, and Educational Institutions Need New Blood.

Too Much Violence and Abuse in Schools!!

 Over the past week and a half I've read some very disturbing reports of people whose job classifies them as 'education officials' but their actions define them otherwise; ignorant human beings. Teachers locking students in closets, verbal and physical abuse of students, and the use of racial slurs between pupils and in one horrid example a principal. How are we to expect students to focus on the importance of education when they are steadily side tracked with numerous, ominous situations that test their resilience constantly?

While the situation maybe considered to have been blown out of proportion a little, its still blatantly clear that the use of the N word was inappropriate and possibly uncalled for within the situation at hand. Principal Claudia Alves, of an elementary in Washington, opted to explain to students of the fifth grade why the word 'negro' is better than the N word. Students from the fifth grade class had become uncomfortable using the word negro in preparations for a play n observance of Dr. Martin Luther Kings holiday program, so principal Alves decided to explain why they shouldn't be uncomfortable with the word negro, but the N word. While there is no dialogue that outline the complete conversation, it is clear that her explanation only served to make matters worse. While one can empathize with the sensitivity of the situation, as an administrator, this principal should have been able to conclude that such a conversation with fifth grade students would have been controversial in some context.

In more disturbing news, high schools in Wake County, N.C are apparently 'flooding' the 'school to prison pipeline' with offenses as little as skipping line in the cafeteria. Students engaged within altercations over racial bias are sent to juvenile courts and placed on probation. One student engaged in such a situation after he was verbally assaulted with racial slurs and punched in the face, ended up being sent to juvenile court as well, where students receive juvenile criminal records; a stigma that never leaves them. Such incidents and others more gruesome attribute to the need for the new first federal legal guidance on school discipline.

Last, but certainly not least, a young man in high school was assaulted by officers for what apparently was a misunderstanding that lead to a straight A. high school basketball player receiving a ruptured testicle! Reports state that an patrol officer reported seeing teenagers in ski masks, while school officials with the team says they where given scarfs along with other gear to dress appropriately for the weather. Officers stopped this teen, who didn't give chase as other members of his team did, and reported a struggle, but their where no injuries reported to any officers. According to statements made by the teenager, a female officer whom searched him sexually assaulted him during the search while squeezing his testicles until he 'felt a pop'. The following day the teen underwent surgery and is now in a wheelchair pending recovery. Statements made by the teens mother state this may affect his ability to reproduce. He is the sole victim of this encounter and its because everyone else knew to be afraid of the police, although they hadn't done anything wrong, and to run away. Is this what we should be teaching our children? To fear the police, those who have sworn to protect us?

These incidents, while all different by nature, all have lasting negative effects/impacts that if left untreated, may become harmful to student morale. I was enlightened to read about an NFL figure that stood up against those bashing him as a 'thug' because of his actions at a football game. Football is well known for taunting, as are other sports, so why would reporters nationwide describe this black male, a college graduate and professional athlete as a 'thug' is unbeknownst to many. I do however agree with him that the word 'thug' is being used as a racial slur to describe black males, and while it may or may not be sued as a substitute for the N word, I do empathize with him and I'm sure each case must be judged individually.

Racial bias within schools has dramatically changed, as have the times but it isn't to an acceptable rate given the laws and ideals that we as humanity have set forth; it starts within the community.

http://www.huffingtonpost.com/2014/01/24/claudia-alves-washington_n_4661483.html?ir=Black%20Voices&utm_campaign=012414&utm_medium=email&utm_source=Alert-black-voices&utm_content=Photo

http://www.huffingtonpost.com/2014/01/23/school-to-prison-pipeline-wake-county_n_4654351.html?ir=Black%20Voices

http://www.huffingtonpost.com/2014/01/23/darrin-manning-testicle-rupture_n_4651700.html?ir=Black%20Voices

http://www.huffingtonpost.com/2014/01/22/richard-sherman-thug-n-word-press-conference_n_4646871.html?ir=Black%20Voices&utm_campaign=012214&utm_medium=email&utm_source=Alert-black-voices&utm_content=Photo

Challenging Behavior Part II; Teachers

Functional Behavior Assessment

       If challenging behavior within children is considered to be a problem yet a means of communication, then why are we (or the majority anyway) always shying away from it? Children are required to use their body language to say what they can’t for some aren’t articulate enough to convey their feeling, while others who can are afraid to verbally convey their feelings. Nonetheless, all children deserve to have equal opportunities within this world and by allowing any child to continue their challenging behavior to a point where it become a habit, or that it progresses into violence or worse, we aren’t facilitating such opportunities. Through different behavioral assessments and strategies teachers are afforded the opportunity help these students progress towards finding another way to ‘express themselves’. Throughout this article it is my intent to illustrate how teachers collect data in order to determine the functions of a behavior, the importance of collecting and reviewing data before implementing specific interventions to address challenging behavior, three common behaviors a teacher may see in young children and target for modification or replacement along with possible functions for each of these common targeted behaviors. 

       Teachers and education professionals collect data to determine the different functions of behavior with regards to the child in question. The data collected is then analyzed to determine the best course of action to use, or to develop a positive behavior support plan to help guide both the student and teacher on the best strategies and other effective ways to help detour the student from their destructive behavior and progress toward one that is less ‘aggressive and destructive’. Functional assessment and positive behavior support are tertiary interventions; and serious, frequent, and intense behavior problems clearly qualify for their use (Gable, Quinn, Rutherford, Howell, & Hoffman, 1998). More moderate behaviors—especially those that occur often or over a long period and affect learning and social relationships—may be candidates as well (Chandler & Dahlquist, 2005). An informal observation will provide a reality check by helping you figure out exactly how frequently the behavior takes place—how many times a day, how many times a week—and whether it appears at specific times.
       
       Collecting and analyzing data before creating a target modifications and replacements is imperative. Knowledge of the use of the target behavior for the child is imperative before trying to implement modifications and replacement behaviors for the replacement behavior could actually serve to hinder from doing what is in the child’s best interest. If a child is using challenging behavior to avoid participating in art projects and you try to promote his participation more within the class it may cause them to become more challenging or by putting a student outside when they are challenging that student is still avoiding whatever he was using his behavior to contest.  By reviewing records, inquiring about interests of your own, and observing children within their natural habitats/ environment, you are able to better serve the needs of the child/children. After obtaining such information you  are then equip with the tools necessary to create an effective positive behavior support plan; one that will fit the needs of the child in question without hindering other students as well.
 
       Common examples of challenging behavior within children include but aren’t limited to aggressive behavior, antisocial/disruptive behavior, and timid/ withdrawn behavior. The top fifteen behavioral problems reported by teachers are biting, throwing temper tantrums, screaming, yelling, destruction of objects, throwing objects, kicking, pushing, pinching, frequent crying, grabbing of toys/materials from others, needs frequent adult assistance, spitting, disobeys instructions, and threatening.  From my own experiences with preschools within our territory, reoccurring problems I faced where that of pinching, yelling, grabbing toys/materials, and disobeying instructions. While there were other occasions where other behaviors where displayed by different children, they were few and infrequent enough to mention. If the functional assessment indicates that the child is trying to obtain your attention, you can use planned ignoring. This means you must plan not to respond to the child’s challenging behavior—not to come to her side, speak to her, or look at her when she behaves inappropriately—but instead provide attention when she’s behaving in an acceptable manner (or a close approximation thereof). This action shows the child that the challenging behavior will not serve the function or purpose it has served up until now—it will no longer get her what she wants (Durand, 1990; O’Neill et al., 1997). When a child begins throwing temper tantrums, screaming, or other aggressive behavior that could be dangerous or may be hazardous in anyway provide some positive reinforcement that is meaningful, and as they begin to regain control offer options of what could be done next.
   

References

The IRIS Center for Training Enhancements. (2009). Functional Behavior Assessment: Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan and the A-B-C Analysis. Retrieved May 14, 2013, from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm


Rasminsky, Barbara Kaiser and Judy Sklar. Challenging Behavior in Young Children:
Understanding, Preventing and Responding Effectively, 3/e for Ashford University, 3rd Edition. Pearson Learning Solutions. <vbk:9781256060314#outline(15.2.6)>

Risk Factors for Challenging Behavior

       I decided to write something for the potential bullies since it is anti- bullying month. I realize that some may think the better efforts would be towards the 'victims', but in my eyes all of them are victims; Father forgive them all for they know not what they do. As my grandmother would say 'prevention is better than a cure' so I'd like to purpose a different way of thinking for teachers who have pupils that display challenging behaviors. What is challenging behavior? According to text behavior becomes challenging when the behavior begins interfering with a child's cognitive, social, or emotional development, when the behavior is harmful to the child, other children, or adults, and when the behavior puts a child at high risk for later social problems or school failure (Klass, Guskin, & Thomas, 1995;McCabe & Frede, 2007). Behavior is considered to be challenging when they are threatening, provocative, and stimulating, all at the same time. Common examples of challenging behavior within children include but aren't limited to aggressive behavior, antisocial/disruptive behavior, and timid/ withdrawn behavior. The top fifteen behavioral problems reported by teachers are biting, throwing temper tantrums, screaming, yelling, destruction of objects, throwing objects, kicking, pushing, pinching, frequent crying, grabbing of toys/materials from others, needs frequent adult assistance, spitting, disobeys instructions, and threatening.  From my own experiences with preschools within our territory, reoccurring problems I faced where that of pinching, yelling, grabbing toys/materials, and disobeying instructions. While there were other occasions where other behaviors where displayed by different children, they were few and infrequent enough to mention. I empathize with the findings of the authors of a text on the belief that if this behavior is not deterred it may develop into something worse that can hinder any child through their adult life. Many fail to realize just how important these behaviors are and the need for 'correcting' them.

 

      These behaviors, if allowed to escalate, may lead to serious problems for both pupils and teachers alike. Challenging Behavior in the classroom has recently become a hot topic in educational forums and institutions alike around the world; and it should be. For ages the focus of challenging behavior within students, during the classrooms and out, has been set on the wrong foundations; we shouldn't be worry about the 'what' and 'when' but the why and how. Why are these students acting in such strange behavior manners and what can I do to help them progress in their particular areas. There are many factors that can be considered while observing their individual behavioral patterns that may have contributed to their behavior, biological and environmental. These factors may be contributing but they aren't the underlying 'stepping stones' on which behavioral problems are built, at least not individually anyway. Collectively they bear a considerable amount of weight and pressure and once understanding their situations and their individual risk/protective factors, educators and parents alike are more equip to meet their needs and help them develop better behavioral patterns that won't hinder them in the long run. Throughout this paper it is my intent to illustrate risk factors which influence behavior and strategies that may be used by teachers to support the process of changing/ replacing behaviors. 

 

       The risk factors for challenging behavior have been categorized within two categories; environmental and biological. Within the scope of these categories biological is defined as anything that impinges on a child from conception to birth, beginning with genes. The environmental section starts with the family—a child's most intimate environment—and moves outward through Urie Bronfenbrenner's (1979) ecological circles of peer, school, neighborhood, and societal influences (Rasminsky, 2012). Culture is also an important factor, but the risk factors that I would like to elaborate on are mostly environmental; violent media, exposure to violence, poverty, and parenting styles, schools, and peers. My reason for choosing these risk factors to particularize is because in my experiences these risk factors are most evident within today's society.

 

       Many people tend to overlook violent media as a risk factor for challenging behavior in children, they often state that it is the place of the parent to 'differentiate' the appropriate behavior, set boundaries, and most importantly explain the differences between life and television, but this is always as easy and apparent as it sounds. The effects violent/destructive media can have on children are categorized within four categories; victim effect, bystander effect, aggressor effect, and the increased appetite effect. Children who watch violent media are more likely to engage in aggressive behavior, especially if they identify with aggressive characters or find the violence realistic and relevant to their own lives. The more they watch the worse their aggressive behavior may progress; children may watch violent media to validate their own aggressions. In other cases the child may identify with the victim, in such cases they may actually feel as if the violence is real, this may cause children to be more fearful, anxious, and prone to nightmares. The bystander effect cause children who regularly witness violence to believe that it is normal, thus they remain unresponsive.

      

     As discussed previously witnessing violence does have a large effect on children; they can become unsympathetic towards such situations, or they can identify with the aggressor or the victim, neither of which has positive effects. Imagine the effect a real violent situation would have on a child. Many families today are unfortunately living in poverty with conditions that aren't fit for any child; single parent homes lacking adequate care and supervision due to family factors, or lack thereof. These conditions and more make these families and their children prone to witness violence first hand repeatedly. These conditions are maintained within different neighborhoods, within the schools, and unfortunately anywhere that children are known to spend their time recreationally; parks, gymnasiums, skating rings, etc. Being poor create a high level of family stress—nonstop anxiety about food, housing, jobs, medical care, child care, safety, and more. In high-poverty urban neighborhoods, people must deal with noise, overcrowding, substandard housing, air and water pollution, neighborhood and gang violence, homelessness, and illegal drugs (Rasminsky, 2012). These conditions among many others house violence and promote it.

 

       No teacher can change the fact that a family lives in poverty, but teachers can help the child (and maybe even his family) to deal with those risk factors more effectively. If we can bolster some of his protective factors early on, we may be able to minimize or even ward off some of the risks and divert him onto an entirely different developmental trajectory (Masten & Coatsworth, 1998; Rutter, 1987). Every child with challenging behavior is likely to possess some of these attributes and skills in an embryonic or unconventional form, although it may take extra thought and insight on our part to dig them out. One key to enhancing resilience is to search for these strengths—what psychologist Robert B. Brooks ( 1994) calls "islands of competence" (p. 549)—and use them to build new skills and self-esteem. Instead of noticing what a child does wrong, stop and think about his strengths and likeable qualities, what he's good at, what positive contributions he can make, and how you can create opportunities for him to realize whatever he has to offer (Rasminsky, 2012). When families spend more time with their children, chaperone them closely, and limit the places they go and the time they spend with antisocial peers, children perform better at school and witness less violence, decreasing their risk for emotional and behavioral problems (Cauce et al., 2003; Richards et al., 2004). In dangerous neighborhoods, this strong control is an expression of concern as well as an adaptive strategy that brings order, predictability, and safety to children's daily lives (Luthar, 1999). When children receive support in such places as churches, community centers, and boys' and girls' clubs, they feel connected to other people and the core values of the community.

 

 

 

 

Challenging behaviors in early childhood settings: Creating a place for all children. (2004). YC Young Children, 59(3), 93-93. Retrieved from http://search.proquest.com/docview/197687440?accountid=32521

Hemmeter, M. L., Santos, R. M., & Ostrosky, M. M. (2008). Preparing early childhood educators to address young children's social-emotional development and challenging behavior: A survey of higher education programs in nine states. Journal of Early Intervention, 30(4), 321-340. Retrieved from http://search.proquest.com/docview/233253075?accountid=32521

Kaiser, B., Rasminsky, J.S., (2012). Challenging Behavior in Young Children. Retrieved by http://online.vitalsource.com/#/books/9781256060314/pages/29956773

Nungesser, N. R., & Watkins, R. V. (2005). Preschool teachers' perceptions and reactions to challenging classroom behavior: Implications for speech-language pathologists. Language, Speech & Hearing Services in Schools, 36(2), 139-51. Retrieved from http://search.proquest.com/docview/232583471?accountid=32521

 



Children Are Dying

           For some of you this may hit a little closer to home than it does for me, but we all know that any blow of these circumstances can change anyone. There has been a recent rash of shootings and deaths within our territory, the U.S Virgin Islands, within the past two weeks. While there where no fatalities known to me of infants and toddlers, children are still dying. Regardless of their age, many teenagers, adolescents, and even college goer's are still children and we are loosing them to drugs, violence, and other spoils of poverty. I found out two days ago that a young man that I watched grow up died from fatal gun shot wounds. At first I questioned it, saying it seemed so highly unlikely. But then I saw condolences from the community and was too scared to offer my own, out of fear. What can you truly tell one who has lost a loved one? What could be said that wouldn't sound commercial or generic? what could you say to ease the pain? Throughout my tenure in this life I've meet this situation before, but it never gets better; one can never truly know the right words.

        It would benefit us a society/community to come together in these situations and to prevent these situations from happening. While many efforts are being made in forms of marches and picketing to prevent violence and drug abuse, but we can't just say it we need show it too. Reliable drug abuse and violence programs need be implemented in nurturing environments to promote progression, this is something that is also lacking within our systems. Creating rehabilitation centers and learning institutions in stagnant, violent environments cannot possibly promote progression, as is the intent of these institutions.  To quote one of my favorite artists, 'if you speak about it then you should be about it not just preach about it all day'; we all have a part to play. 

        There are still many of whom deserve recognition for showing resilience toward the 'wave of oppression' and empowering others along the way. Many of those whose story is and will never be heard; it is a shame that only the 'bad' news gets the major headlines and publicity, yet we wonder why the up and coming generations see it fit to live their lives in the influentially negative  manners that they choose. Like all learning skills that develop over time these behaviors are facilitated, by society and its member; all of us, we are the oppressors for we allow it to happen and we promote it. We, members of society are the light that shines, whether on the good or the bad we choose and our choices have lead us to a dark future for our children. The time to promote, encourage, and uplift our children and ourselves as individuals and nations is here; the actions we take now will determine tomorrow and the way we choose to live the rest of our lives.

Too Much Violence; USVI Shootings Near Preschools

Over the past week our Daily News has had headlines that a journalist probably prays for, but our community is being left with the stains and pains of these actions. We have lost another child to a senseless killing; my condolences to the mother although what do you tell a mother after she loses her son? Unfortunately, its something that many of us have thought of time and time again; I am personally tired of having such thoughts. I'm tired of having to bear witness to yet another mother mourning and suffering for reasons unknown to her and others. For each time that we've heard of the lost of another young life, we've heard promises from our legislators and commissioner's promising to 'clean up the streets' and make our community safer. The truth is, the only people that can make the community safe again are the members of that community; they are the only ones who will truly care.

Since the beginning of this year there has been a number of violent incidents within close proximity or directly within the areas of Head Start Centers in the Virgin Islands.  On St. Thomas there was a shooting reported directly in front of the Bovoni Head Start Center and in February, three employees of the Berg's Home Head Start Center found their cars with bullet holes and a security guard at the Dept. of Human Services was shot while being robbed of his cellular phone. Patrols where increased within the area, as promised by the police, but that didn't stop the violence from escalating. On Tuesday, April 9, 2013, gunshots erupted outside the Bergs Home Head Start (once again), children where asked to lie on the ground for fifteen minutes to ensure safety from stray bullets. While many parents, came with an urgency to check on the well being of their children and to take them out of harms way, they where unable to do so. Police had engaged the suspect within a gunfight that ended up directly behind the Head Start, so the center was placed on lock down, another measure to ensure the safety of students. The following Friday, angry & concerned parents spoke with officials from the Dept. of Human Services and the Virgin Islands Police Dept. expressing their concerns for the safety of their children. After a vote parents and officials came to the decision to send students to other Head Starts within the community that weren't experiencing such troubles due to violence in the community. 

Now, just last Thursday, a parent became a victim after dropping of his child at Head Start in Est. Williams Delight, on St. Croix. When returning to his car the victim was approached by four men who asked for his chain, and when he hesitated, they shot him and took it from him. In an attempt to escape the father ran into the Head Start, but was pursued and shot again from his assailant within the Head Start Center housing two employees and ten students at the time. Because of the violent nature of the crime the center has been closed until further notice. Earlier this year a store keeper was shot two blocks from another Head Start on St. Croix; when will this blatant disregard for human life end? I don't think that the blame should lie solely on those committing the crimes either, for what are our elected officials for? If we cannot expect our children to be safe within the learning institutions of our society then where are they safe? And while I thank the Lord that no one was hurt physically in either of these situations, I still can't help but wonder the effects of these incidents psychologically on such young minds, and hope that (if affected at all) it is irreversible and not a life long threat. Early childhood learners are very impressionable and such events can have negative effects, socio-emotional and psychological, that may past adolescence. I hope that as a community we will, one day soon, be able to rise above the violent crimes that are rampant in today's society and elevate ourselves to a more civilized way of living and thinking to secure a brighter future for our children.