Value #1: Honesty
HELP Kids Find a Way To Tell the Truth
The best way to encourage truthfulness in your child is to be a truthful person yourself. Consider this story: Carol decided to limit the number of playdates between her 3-year-old son, Chris, and his friend Paul. The boys had been fighting a lot recently, and Carol thought they should spend some time apart. So when Paul's mother called one afternoon to arrange a get-together, Carol told her that Chris was sick. 

Overhearing this, her son asked, "Am I sick, Mommy? What's wrong with me?" Carol, taken aback by her son's frightened look, told him she had only said he was sick, because she didn't want to hurt Paul's mother's feelings. Carol then launched into a complicated explanation of the distinctions between the various types of lies, and Chris was confused. All he understood was that fibbing is sometimes okay-and that, in fact, it's what people do. 

Your child takes his cues from you, so it's important that you try to avoid any kind of deception, even a seemingly innocuous one. (Never, for instance, say something like "Let's not tell Daddy we got candy this afternoon.") Let your child hear you being truthful with other adults. Carol would have been better off saying, "This isn't a good day for a playdate. I'm concerned that the boys were fighting so much last week. I think they need a break." 

Another way to promote the value of honesty: Don't overreact if your child lies to you. Instead, help her find a way to tell the truth. When the mother of 4-year-old Janice walked into the family room one afternoon, she saw that her large potted plant had been toppled and that several branches had been snapped off. She knew right away what had happened: Once before, she had seen Janice making her Barbie dolls "climb the trees," and she'd told her daughter at the time that the plants were off-limits. When Mom demanded an explanation, a guilty-looking Janice blamed the family dog. 

Janice's mom reacted sensibly: She interrupted her child's story and said, "Janice, I promise I won't yell. Think about it for a minute, and then tell me what really happened." After a moment, the child owned up to her misdeed. As a consequence, Janice had to help clean up the mess and was not allowed to watch television that afternoon, but her mom made sure to emphasize how much she appreciated her daughter's honesty. In doing so, she taught the child an important lesson: Even if being honest isn't always easy or comfortable, you-and other people-always feel better if you tell the truth. 




Value #2: Justice
Insist The Children Make Amends
At a recent family gathering, Amy and Marcus, 4-year-old cousins, were making castles out of wooden blocks. Suddenly, Amy knocked over Marcus's castle, and he started to cry. Witnessing the scene, Amy's father chided his daughter and ordered her to apologize. Amy dutifully said, "I'm sorry." 

Then her dad took her aside and asked, "Do you know why you pushed over his blocks?" She told him that she was mad because Marcus's castle was bigger than hers. The dad told her that though this was no excuse for destroying her cousin's castle, he could understand her feelings. He then sent her back to play. 

The father's reaction was similar to that of many psychologically savvy parents: He wanted his daughter to identify and express her feelings and to understand why she behaved as she did. That's okay, but it isn't enough. In order to help children internalize a true sense of justice, parents need to encourage them to take some action to remedy a wrong. For example, Amy's dad might have suggested that she help Marcus rebuild his castle or that she bring him some cookies as a gesture of apology. 

Saying "I'm sorry" is pretty easy for a child, and it lets her off the hook without forcing her to think. Having a child make amends in a proactive way conveys a much stronger message. If you're aware that your child has acted badly toward someone, help him think of a way to compensate. Maybe he can give one of his trucks to a playmate whose toy he has damaged. Perhaps he could draw a picture for his sister after teasing her all day. By encouraging your child to make such gestures, you emphasize the importance of treating people fairly-an essential value that will one day help him negotiate the complicated world of peer-group relationships. 




Value #3: Determination
ENCOURAGE Them To Take on a Challenge
Five-year-old Jake showed his mother a drawing that he'd made with his new crayons. "That's very bright and colorful," she told him. "Nice job!" The child then ran to his room and dashed off another drawing to bring to his mom for praise-then another and another. 

"Each one was sloppier than the last," his mother said. "I didn't know what to say." A good response might have been: "Well, Jake, that drawing isn't as carefully done as your other one. Did you try your best on that?" 

Determination is a value that you can encourage from a very young age. The easiest way to do so is by avoiding excessive praise and by providing children with honest feedback, delivered in a gentle, supportive fashion. 

Another powerful way to help kids develop determination is to encourage them to do things that don't come easily-and to praise them for their initiative.If your son is shy, for instance, quietly encourage him to approach kids on the playground, even if it makes him feel nervous and scared. If your daughter is quick to blow a fuse, teach her strategies (such as counting to ten or taking a deep breath) for holding back a temper tantrum. Congratulate kids when they manage to do things that are difficult for them. The child who hears "Good for you, I know that was really tough!" is bolstered by the recognition and becomes even more determined to keep trying. 




Value #4: Consideration
TEACH Them To Think about Others' Feelings
Anne was frustrated because her daughters, ages 3 and 4, ended up whining and fighting every time she took them grocery shopping. "I finally told them that we needed to figure out how to do our shopping without everyone, including me, feeling upset," Anne says. 

The mom asked the girls for suggestions on how to make the trip to the grocery store a better experience for all. The 4-year-old suggested that they bring snacks from home so they wouldn't nag for cookies. The 3-year-old said she would sing quietly to herself so she would feel happy. 

The girls remembered their promises, and the next trip to the supermarket went much more smoothly. Leaving the store, the younger girl asked, "Do you feel really upset now, Mommy?" The mother assured her that she felt just fine and remarked how nice it was that nobody got into an argument. 

Do these small problem-solving exercises actually help a child learn the value of consideration? You bet. Over time, even a young child sees that words or actions can make another person smile or feel better, and that when she's kind to someone else, that person is nice to her. This feedback encourages other genuine acts of consideration. 




Value #5: Love
Be Generous with Your Affection
Parents tend to think that children are naturally loving and generous with their affection. This is true, but for loving sentiments to last, they need to be reciprocated. It's chilling to realize that over the course of a typical busy day, the phrase "I love you" is probably the one that a child is least likely to hear. 

Let your child see you demonstrate your love and affection for the people in your life. Kiss and hug your spouse when the kids are around. Talk to your children about how much you love and appreciate their grandparents, aunts, uncles, and cousins. 

And, of course, don't let a day pass without expressing your affection for your child himself. Show your love in unexpected ways: Pack a note in his lunch box. Tape a heart to the bathroom mirror so he'll see it when he brushes his teeth. Give her a hug-for no reason. Don't allow frantic morning drop-offs or frenetic afternoon routines squeeze loving gestures out of your day. 

I can practically guarantee you that the more you say "I love you" to your child, the more your child will say "I love you" back. The more hugs and kisses you give, the more your home will be filled with love and affection. And when our children feel free to express their love to us, we instill in them perhaps the greatest value of all. 

Value #1: HonestyHelp Kids Find a Way To Tell the Truth
The best way to encourage truthfulness in your child is to be a truthful person yourself. Consider this story: Carol decided to limit the number of playdates between her 3-year-old son, Chris, and his friend Paul. The boys had been fighting a lot recently, and Carol thought they should spend some time apart. So when Paul's mother called one afternoon to arrange a get-together, Carol told her that Chris was sick. 

Overhearing this, her son asked, "Am I sick, Mommy? What's wrong with me?" Carol, taken aback by her son's frightened look, told him she had only said he was sick, because she didn't want to hurt Paul's mother's feelings. Carol then launched into a complicated explanation of the distinctions between the various types of lies, and Chris was confused. All he understood was that fibbing is sometimes okay-and that, in fact, it's what people do. 

Your child takes his cues from you, so it's important that you try to avoid any kind of deception, even a seemingly innocuous one. (Never, for instance, say something like "Let's not tell Daddy we got candy this afternoon.") Let your child hear you being truthful with other adults. Carol would have been better off saying, "This isn't a good day for a playdate. I'm concerned that the boys were fighting so much last week. I think they need a break." 

Another way to promote the value of honesty: Don't overreact if your child lies to you. Instead, help her find a way to tell the truth. When the mother of 4-year-old Janice walked into the family room one afternoon, she saw that her large potted plant had been toppled and that several branches had been snapped off. She knew right away what had happened: Once before, she had seen Janice making her Barbie dolls "climb the trees," and she'd told her daughter at the time that the plants were off-limits. When Mom demanded an explanation, a guilty-looking Janice blamed the family dog. 

Janice's mom reacted sensibly: She interrupted her child's story and said, "Janice, I promise I won't yell. Think about it for a minute, and then tell me what really happened." After a moment, the child owned up to her misdeed. As a consequence, Janice had to help clean up the mess and was not allowed to watch television that afternoon, but her mom made sure to emphasize how much she appreciated her daughter's honesty. In doing so, she taught the child an important lesson: Even if being honest isn't always easy or comfortable, you-and other people-always feel better if you tell the truth. 


Value #2: JusticeInsist That Children Make Amends
At a recent family gathering, Amy and Marcus, 4-year-old cousins, were making castles out of wooden blocks. Suddenly, Amy knocked over Marcus's castle, and he started to cry. Witnessing the scene, Amy's father chided his daughter and ordered her to apologize. Amy dutifully said, "I'm sorry." 

Then her dad took her aside and asked, "Do you know why you pushed over his blocks?" She told him that she was mad because Marcus's castle was bigger than hers. The dad told her that though this was no excuse for destroying her cousin's castle, he could understand her feelings. He then sent her back to play. 

The father's reaction was similar to that of many psychologically savvy parents: He wanted his daughter to identify and express her feelings and to understand why she behaved as she did. That's okay, but it isn't enough. In order to help children internalize a true sense of justice, parents need to encourage them to take some action to remedy a wrong. For example, Amy's dad might have suggested that she help Marcus rebuild his castle or that she bring him some cookies as a gesture of apology. 

Saying "I'm sorry" is pretty easy for a child, and it lets her off the hook without forcing her to think. Having a child make amends in a proactive way conveys a much stronger message. If you're aware that your child has acted badly toward someone, help him think of a way to compensate. Maybe he can give one of his trucks to a playmate whose toy he has damaged. Perhaps he could draw a picture for his sister after teasing her all day. By encouraging your child to make such gestures, you emphasize the importance of treating people fairly-an essential value that will one day help him negotiate the complicated world of peer-group relationships. 


Value #3: DeterminationEncourage Them To Take on a Challenge
Five-year-old Jake showed his mother a drawing that he'd made with his new crayons. "That's very bright and colorful," she told him. "Nice job!" The child then ran to his room and dashed off another drawing to bring to his mom for praise-then another and another. 

"Each one was sloppier than the last," his mother said. "I didn't know what to say." A good response might have been: "Well, Jake, that drawing isn't as carefully done as your other one. Did you try your best on that?" 

Determination is a value that you can encourage from a very young age. The easiest way to do so is by avoiding excessive praise and by providing children with honest feedback, delivered in a gentle, supportive fashion. 

Another powerful way to help kids develop determination is to encourage them to do things that don't come easily-and to praise them for their initiative.If your son is shy, for instance, quietly encourage him to approach kids on the playground, even if it makes him feel nervous and scared. If your daughter is quick to blow a fuse, teach her strategies (such as counting to ten or taking a deep breath) for holding back a temper tantrum. Congratulate kids when they manage to do things that are difficult for them. The child who hears "Good for you, I know that was really tough!" is bolstered by the recognition and becomes even more determined to keep trying. 


Value #4: ConsiderationTeach Them To Think about Others' Feelings
Anne was frustrated because her daughters, ages 3 and 4, ended up whining and fighting every time she took them grocery shopping. "I finally told them that we needed to figure out how to do our shopping without everyone, including me, feeling upset," Anne says. 

The mom asked the girls for suggestions on how to make the trip to the grocery store a better experience for all. The 4-year-old suggested that they bring snacks from home so they wouldn't nag for cookies. The 3-year-old said she would sing quietly to herself so she would feel happy. 

The girls remembered their promises, and the next trip to the supermarket went much more smoothly. Leaving the store, the younger girl asked, "Do you feel really upset now, Mommy?" The mother assured her that she felt just fine and remarked how nice it was that nobody got into an argument. 

Do these small problem-solving exercises actually help a child learn the value of consideration? You bet. Over time, even a young child sees that words or actions can make another person smile or feel better, and that when she's kind to someone else, that person is nice to her. This feedback encourages other genuine acts of consideration. 


Value #5: LoveBe Generous with Your Affection
Parents tend to think that children are naturally loving and generous with their affection. This is true, but for loving sentiments to last, they need to be reciprocated. It's chilling to realize that over the course of a typical busy day, the phrase "I love you" is probably the one that a child is least likely to hear. 

Let your child see you demonstrate your love and affection for the people in your life. Kiss and hug your spouse when the kids are around. Talk to your children about how much you love and appreciate their grandparents, aunts, uncles, and cousins. 

And, of course, don't let a day pass without expressing your affection for your child himself. Show your love in unexpected ways: Pack a note in his lunch box. Tape a heart to the bathroom mirror so he'll see it when he brushes his teeth. Give her a hug-for no reason. Don't allow frantic morning drop-offs or frenetic afternoon routines squeeze loving gestures out of your day. 

I can practically guarantee you that the more you say "I love you" to your child, the more your child will say "I love you" back. The more hugs and kisses you give, the more your home will be filled with love and affection. And when our children feel free to express their love to us, we instill in them perhaps the greatest value of all. 

YOU DON'T HAVE TO LIVE IN THE DARK! 

If you have PTSD, it doesn’t mean you just have to live with it. In recent years, researchers from around the world have dramatically increased our understanding of what causes PTSD and how to treat it. Hundreds of thousands of Veterans have gotten treatment for PTSD—and treatment works.  

“In therapy I learned how to respond differently to the thoughts that used to get stuck in my head.” 

Two types of treatment have been shown to be effective for treating PTSD: 

1. counseling and 
2. medication.

Professional counseling can help you understand your thoughts and discover ways to cope with your feelings. Medications, called selective serotonin reuptake inhibitors, are used to help you feel less worried or sad.

In just a few months, these treatments can produce positive and meaningful changes in symptoms and quality of life. They can help you understand and change how you think about your trauma—and change how you react to stressful memories.

You may need to work with your doctor or counselor and try different types of treatment before finding the one that’s best for dealing with your PTSD symptoms.

When taking any medications, make sure to seek solid, sound medical advice.  When taking such moodaltering drugs, individuals have been known to have life threatening reactions- including birth defects and thoughts of suicide.  
THE ANSWER, is having the right amount of support.  Having a place to go in crisis.  And learned behavior of how to many stress/anxiety.

http://www.cchrint.org/AntidepressantEffects‎

Life is a gift.  And sometimes we all need help.  

You feel on edge. You experience recurring nightmares. Sudden noises make you jump. You’re staying at home more and more... Could you have PTSD?

If you have experienced severe trauma or a life-threatening event, you may develop symptoms of posttraumatic stress, commonly known as posttraumatic stress disorder, PTSD, shell shock, or combat stress. 

Maybe you felt like your life or the lives of others were in danger, or that you had no control over what was happening. You may have witnessed people being injured or dying, or you may have been physically harmed yourself.

What are the signs of PTSD?


A wide variety of symptoms may be signs you are experiencing PTSD:

• Feeling upset by things that remind you of what happened
• Having nightmares, vivid memories, or flashbacks of the event that make you feel like it’s happening all over again
• Feeling emotionally cut off from others
• Feeling numb or losing interest in things you used to care about
• Becoming depressed
• Thinking that you are always in danger
• Feeling anxious, jittery, or irritated
• Experiencing a sense of panic that something bad is about to happen
• Having difficulty sleeping
• Having trouble keeping your mind on one thing
• Having a hard time relating to and getting along with your spouse, family, or friends

“When stress brought on flashbacks, I dealt with them by drinking them away. I considered it recreational drinking, but really I was self-medicating.”

It’s not just the symptoms of PTSD but also how you may react to them that can disrupt your life. You may:

• Frequently avoid places or things that remind you of what happened
• Consistent drinking or use of drugs to numb your feelings
• Consider harming yourself or others
• Start working all the time to occupy your mind
• Pull away from other people and become isolated

The foundation in charge of distributing the lion's share of post-Dec. 14 donations announced Tuesday it would seek volunteers from the Newtown community to help properly distribute its remaining $4 million in donations.

The Newtown-Sandy Hook Community Foundation, established by United Way and the Newtown Savings Bank after the shooting, has already paid $7.7 million out of its Sandy Hook School Support Fund to the 40 families most affected by the shooting.

"Distribution committee members must possess integrity, an ability to appreciate perspectives from a range of stakeholders, or affinity groups, while also displaying the ability to think broadly about others' needs," said spokesperson Patrick Kinney in a statement Tuesday. "Members must have ability and desire to address both short and long-term needs in the community that have and will continue to result from the tragedy of Dec. 14."

According to the foundation, the 8-12 members will either be Newtown residents or represent one of the following groups:

• Families who lost a loved one in the Sandy Hook School shooting
• Families whose children survived in the most directly affected classrooms
• Families who have children in Sandy Hook Elementary School
• Teachers or school staff
• First Responders
• Faith Community
• Business Community
• Mental health, finance, nonprofit, education or legal experience

To apply, residents are requested to submit the following information to info@nshcf.org by Oct. 4:

• Name and contact information
• Community stakeholder group or expertise
• Brief statement on why you want to serve on the committee
• Brief bio or resume
• Three references

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FRIDAY.  25 October 2013 ALL TRACES OF EVIL WILL BE FOREVER ELIMINATED 

First Selectman Pat Llodra and Superintendent John Reed both say they're confident residents will vote to accept nearly $50 million in state bonds at a townwide referendum Oct. 5 -- enough to destroy and rebuild Sandy Hook Elementary School.

In anticipation, they're answering questions from residents at a series of "informational meetings" (the next is scheduled for Monday, Sept. 30 at the Newtown Senior Center. On Thursday, the town also released its fifth Q&A about issues surrounding the vote. (See attached PDF.)

"The action of this referendum is different than any other we've ever had," Llodra says. "That causes some attention to be drawn to it."  She's hoping for a high turnout, while adding it's difficult to predict numbers or outcomes. But what happens if the referendum fails?  "I honestly don't know how the state would interpret it," she says. "I think they would be shocked and embarrassed -- I would be as well. And I worry about what message that would send to the state."

First all work would cease, Llodra says. And because the referendum specifically calls for the demolition and reconstruction of the school, the town couldn't accept the $49.25 million bond for any other alternative project. There is, she says, no "Plan B."

"It's not like they're writing us a check for $50 million," she said. In short, if the town does not accept the funds for this project, there may not be state funds available for any other project.

Renovating the school would cost almost as much as building a new school. And it couldn't be done without the state funds. In the words of the recent Q&A issued by the town:

"If the Town does not accept that action, then the State will not provide this gift to our community and other alternatives would have to be found for the entire elementary school population of Sandy Hook, some 450 students counting the district's pre-K program."

Some Work Already Underway
When residents in attendance voted to accept $750,000 in starter funds for the Sandy Hook School project, work began on a series of measures. These include removing oil tanks from the property, mapping wetlands and completing surveys -- work Llodra says "would have had to be done anyway." She says some money still remains from the initial $750,000 grant.

"We're only going to pay for work that has to be done," she says. "We don't want to get ahead of the community."

The town is also negotiating with homeowners to purchase property at 10 and 12 Riverside Road. This would create a new access road to a future Sandy Hook Elementary School, which Newtown's task force decided would be preferable for the project.

Earlier this month, building officials named their choices for teams to lead the design and construction of the school project. New Haven-based Svigals + Partners will serve as architects and engineers, and Consligi, a firm based in Milford, Mass., will oversee construction. Officials narrowed down the choices from a shortlist of nine firms over the summer.

"Any one of those firms would have done a wonderful job for us," Llodra says. "They're experienced, responsible, accomplished, with great tech, great vision. It could have gone in almost any direction."

A hazardous materials abatement plan is in place for the property, with abatement scheduled to start in October. Officials say they expect the school to be demolished sometime in November, assuming the referendum passes.

On the morning of Wednesday 13 March 1996, (WE DO NOT MENTION NAMES OF KILLERS.  WE WILL NOT PROMOTE NOTORIETY) XXX XXXX was witnessed scraping ice off his van at approximately 8:15 am outside his home at Kent Road inStirling.   He left a short time afterwards and drove approximately 5 miles to Dunblane in his white van. He arrived on the grounds of Dunblane Primary School at around 9:30 am and parked his van near to a telegraph pole in the car park of the school. XXXX severed the cables at the bottom of the telegraph pole, which served nearby houses, with a set of pliers before making his way across the car park towards the school buildings.

XXXX headed towards the north-west of the school to a door near toilets and the school gymnasium. After gaining entry he made his way to the gymnasium armed with four legally held handguns;[4] two 9mm Browning HP pistols and two Smith & Wesson M19 .357 Magnum revolvers.[2] He was also carrying 743 cartridges of ammunition.[1] In the gym was a class of twenty-eight Primary 1 pupils preparing for aP.E. lesson in the presence of three adult members of staff.[5] Before entering the gymnasium, it is believed he fired two shots into the stage of the assembly hall and the girls' toilet.[2] Upon entering the gymnasium, XXXX was about to be confronted by Eileen Harrild, the P.E. teacher in charge of the lesson, before he started shooting rapidly and randomly. He shot Harrild, who sustained injuries to her arms and chest as she attempted to protect herself, and continued shooting into the gymnasium.[2][5]Harrild managed to stumble into the open plan store cupboard at the side of the gym along with several injured children. Gwen Mayor, the teacher of the Primary 1 class was shot, and killed instantly.[2] The other present adult, Mary Blake, a supervisory assistant, was shot in the head and both legs but also managed to make her way to the store cupboard with several of the children in front of her.[2]

From entering the gymnasium and walking a few steps, XXXX had fired 29 shots with one of the pistols and killed one child and injured several others. Four injured children had managed to shelter in the store cupboard along with the injured Harrild and Blake.[2] XXXX then advanced up the east side of the gym, firing six shots as he walked and then fired eight shots towards the opposite end of the gym. He then proceeded towards the centre of the gym, firing 16 shots at point-blank range at a group of children who had been incapacitated by his earlier shots.[2]

A Primary 7 pupil who was walking along the west side of the gym building at the time heard loud bangs and screams and looked inside the gym. XXXX shot in his direction and the pupil was injured by flying glass before running away.[2] From this position, XXXX fired 24 cartridges in various directions. He fired shots towards a window next to the fire exit at the south-east end of the gym, possibly at an adult who was walking across the playground, and then fired four more shots in the same direction after opening the fire exit door.[2] XXXX then exited the gym briefly through the fire exit, firing another four shots towards the cloakroom of the library, striking and injuring Grace Tweddle, another member of staff at the school.[2]

In the mobile classroom closest to the fire exit where XXXX was standing, Catherine Gordon saw him firing shots and instructed her Primary 7 class to get down onto the floor before XXXX fired nine bullets into the classroom, striking books and equipment. One bullet passed through a chair where a child had been sitting seconds beforehand.[2] XXXX then re-entered the gym and dropped the pistol he was using and equipped himself with one of the two revolvers. He put the barrel of the gun in his mouth, pointed it upwards and pulled the trigger, killing himself.[2] A total of 32 people sustained gunshot wounds inflicted by XXXX over a 3–4 minute period, 16 of whom were fatally wounded in the gymnasium, which included Gwen Mayor and 15 of her pupils. One other child died later en route to hospital.[2]

Emergency response[edit]The first call to the police was made at 9:41 am[5] by the headmaster of the school, Ronald Taylor, who had been alerted by assistant headmistress Agnes Awlson to the possibility of a gunman on the school premises. Awlson had informed Taylor that she heard screaming inside the gymnasium and had seen what she thought to be cartridges on the ground, whilst Taylor had been aware of loud noises which he assumed to have been from builders on site that he had not been informed of. Whilst on his way to the gym, the shooting ended and when he saw what had happened ran back to his office and told deputy headmistress Fiona Eadington to call for ambulances, which was made at 9:43 am.

The first ambulance arrived on the scene at 9:57 am in response to the call made at 9:43 am. Another medical team from Dunblane Health Centre arrived at 10:04 am which included doctors and a nurse, who were involved in the initial resuscitation of the injured. Medical teams from the health centres in the nearby towns of Doune and Callander arrived shortly afterwards. The accident and emergency department at Stirling Royal Infirmary had also been informed of a major incident involving multiple casualties at 9:48 am and the first of a number of medical teams from the hospital arrived at 10:15 am. Another medical team from the Falkirk and District Royal Infirmary arrived at 10:35 am.

By approximately 11:10 am, all of the injured victims had been taken to Stirling Royal Infirmary for medical treatment; one victim died en route to the hospital.[5] Upon examination, several of the patients were transferred to Falkirk and District Royal Infirmary in Falkirk and some to the Royal Hospital for Sick Children in Glasgow.[6]

Perpetrator: XXX XXXX 
Born: 10 May 1952 Glasgow, Scotland 
Died: 13 March 1996 (aged 43) Dunblane, Scotland 
Occupation: Former shopkeeper
Deceased Parents: Thomas Watt and Agnes Graham Hamilton 
Complaints had been made of his having taken photographs of semi-naked boys without parental consent.

XXXX had briefly been a Scout leader - initially, in July 1973, he was appointed assistant leader with the 4th/6th Stirling of the Scout Association. In the autumn of that year, he was seconded as leader to the 24th Stirlingshire troop, which was being revived. However, several complaints were made about his leadership, including two occasions when Scouts were forced to sleep with Hamilton in his van during hill-walking expeditions. Within months, on 13 May 1974, XXXX's Scout Warrant was withdrawn, with the County Commissioner stating that he was "suspicious of his moral intentions towards boys". He was blacklisted by the Association and thus thwarted in a later attempt he made to become a Scout leader in Clackmannanshire. [8]

He claimed in letters that rumours about him led to the failure of his shop business in 1993, and in the last months of his life he complained again that his attempts to organise a boys' club were subject to persecution by local police and the scout movement. Among those to whom he complained were the Queen and the local Member of Parliament, Michael Forsyth. In the 1980s, another MP, George Robertson, who lived in Dunblane, had complained to Forsyth about XXXX's local boys' club, which his son had attended. On the day following the massacre, Robertson spoke of having argued with Hamilton "in my own home".[9]

On 19 March 1996, six days after the massacre, the body of XXX XXXX was cremated in a private ceremony.

Political impact: Gun control.  The Cullen Inquiry into the massacre recommended that the government introduce tighter controls on handgun ownership and consider whether an outright ban on private ownership would be in the public interest in the alternative (though club ownership would be maintained). The report also recommended changes in school security [13] and vetting of people working with children under 18. [14] The Home Affairs Select Committee agreed with the need for restrictions on gun ownership but stated that a handgun ban was not appropriate.

A small group, known as the Gun Control Network was founded in the aftermath of the shootings and was supported by some parents of victims at Dunblane and of the Hungerford Massacre.[15] Bereaved families and their friends also initiated a campaign to ban private gun ownership, named the Snowdrop Petition (because March is snowdrop time in Scotland), which gained 705,000 signatures in support and was supported by some newspapers, including the Sunday Mail, a Scottish newspaper whose own petition to ban handguns had raised 428,279 signatures within five weeks of the massacre.

In response to this public debate, the then-current Conservative government of John Major introduced a ban on all cartridgeammunition handguns with the exception of .22 calibre single-shot weapons in England, Scotland and Wales. Following the1997 General Election, the Labour government of Tony Blair introduced the Firearms (Amendment) (No. 2) Act 1997, banning the remaining .22 cartridge handguns in England, Scotland and Wales, and leaving only muzzle-loading and historic handguns legal, as well as certain sporting handguns (e.g. "Long-Arms") that fall outside the Home Office Definition of a "handgun" due to their dimensions. The ban does not affect Northern Ireland, the Isle of Man, or the Channel Islands.

Security in schools, particularly primary schools, was improved in response to the Dunblane massacre and two other violent incidents which occurred at around the same time: the murder of Philip Lawrence, a head teacher in London, and the wounding of six children and Lisa Potts, a nursery teacher, at a Wolverhampton nursery school. Many schools put up high perimeter fences and door entry systems which exist to this day.

Criticism of the judiciary[edit]Evidence of previous police interaction with XXXX was presented to the Cullen Inquiry but later sealed under a closure order to prevent publication for 100 years.[16] The official reason for sealing the documents was to protect the identities of children, but this led to accusations of a coverup intended to protect the reputations of officials.[17] Following a review of the closure order by the Lord Advocate, Colin Boyd, edited versions of some of the documents were released to the public in October 2005. Four files containing post mortems, medical records and profiles on the victims remained sealed under the 100 year order to avoid distressing the relatives and survivors.[18]

The released documents revealed that in 1991, following XXXX's Loch Lomond summer camp, complaints were made to Central Scotland Police and were investigated by the Child Protection Unit. XXXX was reported to the Procurator Fiscal for consideration of ten charges, including assault, obstructing police and contravention of the Children and Young Persons (Scotland) Act 1937. No action was taken.[19]

Media coverage[edit]Books[edit]Two books – Dunblane: Our Year of Tears by Peter Samson and Alan Crow (Mainstream, 1996) and Dunblane: Never Forgetby Mick North (Mainstream, 2000) – both give accounts of the massacre from the perspective of those most directly affected. Another book, Dunblane Unburied by Sandra Uttley (Book Publishing World 2006), whose publication was funded by a shooters' organisation, the Sportsman's Association,[20] examines XXXX's relationship with members of Central Scotland Police and presents a disturbing alternative and largely conspiratorial account to the events leading up to the massacre. Uttley alleges a major high-level cover-up and calls for a new Public Inquiry to establish the truth. Uttley questions how XXX XXXX managed to tyrannize and intimidate so many boys at his clubs and summer camps for years without being stopped even though many parents complained to the police and councils and why Central Scotland Police were allowed to carry out the investigation when they were implicated. On 1 March 2006 Creation Books released Predicate: The Dunblane Massacre — Ten Years After by Peter Sotos.[21]

Television[edit]On the Sunday following the shootings the morning service from Dunblane Cathedral, conducted by Rev. Colin MacIntosh, was broadcast live by the BBC. The BBC also had live transmission of the Memorial Service on 9 October 1996, also held at Dunblane Cathedral.

A documentary "Crimes That Shook Britain" featured the massacre.

A documentary Dunblane: Remembering our Children (produced by Chameleon Television), which featured many of the parents of the children who had been killed, was broadcast by ITV at the time of the first anniversary.

At the time of the tenth anniversary in March 2006 two documentaries were broadcast. Channel 5 screened Dunblane — a decade on (made by Hanrahan Media) and BBC Scotland showed Remembering Dunblane.

Newspapers[edit]In 2009, the Sunday Express came under some criticism for its coverage of the survivors of the massacre (see Sunday Express Dunblane controversy).

Memorials[edit]Two days after the shooting, a vigil and prayer session was held at Dunblane Cathedral which was attended by people of all faiths.[1] On Mothering Sunday, on 17 March, Queen Elizabeth II and her daughter Anne, Princess Royal attended a memorial service at Dunblane Cathedral.[1]


Numerous memorial services have been held at Dunblane Cathedral.
Seven months after the massacre in October 1996, the families of the victims organised their own memorial service at Dunblane Cathedral in which more than 600 people attended, including Prince Charles who was representing the Royal Family.[1] The service was broadcast live on BBC1 and conducted by James Whyte, a former Moderator of the General Assembly of the Church of Scotland.[22] Television presenter Lorraine Kelly, who had befriended some of the victims' families whilst reporting on the massacre for GMTV, was a guest speaker at the service.[1]

In August 1997, two varieties of rose were unveiled and planted as the centrepiece for a roundabout in Dunblane.[23] The two roses were developed by Cockers Roses of Aberdeen;[24] the 'Gwen Mayor'[25] rose and 'Innocence'[26]rose, in memory of the children killed. A snowdrop originally found in a Dunblane garden in the 1970s was renamed 'Sophie North' in memory of one of the victims of the massacre.[27][28]

The gymnasium at the school was demolished on 11 April 1996 and replaced by a memorial garden.[29] Two years after the massacre on 14 March 1998, a memorial garden was opened at Dunblane Cemetery, where Gwen Mayor and twelve of the children who were killed are buried.[30] The garden features a fountain with a plaque of the names of those killed.[30] Stained glass windows in memory of the victims were placed in three local churches, St Blane's and the Church of the Holy Family in Dunblane and the nearby Lecropt Kirk as well as at the Dunblane Youth and Community Centre.

The National Association of Primary Education commissioned a sculpture, "Flame for Dunblane", created by Walter Bailey from a single yew tree, which was placed in the National Forest, near the village of Moira, Leicestershire.

Commemoration stone[edit]
The Dunblane Commemoration standing stone.
In the nave of Dunblane Cathedral is a standing stone by the monumental sculptor Richard Kindersley. It was commissioned by the Kirk Session as the Cathedral's commemoration and dedicated at a service on 12 March 2000. It is a Clashach stone two metres high on a Caithness flagstone base. The quotations on the stone are by E. V. Rieu ("He called a little child to him..."), Richard Henry Stoddard ("...the spirit of a little child"), Bayard Taylor ("But still I dream that somewhere there must be The spirit of a child that waits for me") and W. H. Auden ("We are linked as children in a circle dancing").

With the consent of Bob Dylan, the musician Ted Christopher wrote a new verse for "Knockin' on Heaven's Door" in memory of the Dunblane school children and their teacher. The recording of the revised version of the song, which included brothers and sisters of the victims singing the chorus and Mark Knopfler on guitar, was released on 9 December 1996 in the UK, and reached number 1. The proceeds went to charities for children.[31] Pipe Major Robert Mathieson of the Shotts and Dykehead Pipe Band composed a pipe tune in tribute, "The Bells of Dunblane."[32] Australian band The Living End references the Dunblane massacre in their song "Monday" off their self-titled CD released in 1998.