The Disturbing World of The Psychopaths Essay Example for Free

The Disturbing World of The Psychopaths Essay Nowadays the number of adults and adolescents who perpetrate violence and consider violence as normal in everyday life is swiftly gowning and it is terrible because values and beliefs about morality are distorted. The actions of adolescents seem meaningless and professionals often can’t understand and explain their motivation. Therefore, the book â€Å"Without Conscience: The Disturbing World of The Psychopaths Among Us† by Robert Hare is a well-developed work on psychopathic personality. The author analyzes the reasons and consequences of psychopathic behavior stressing that it is the most dangerous personality disorder as such people when affected don’t distinguish what is right and what is wrong. Their actions aren’t motivated by consciousness. Instead, their actions are driven by psychological disorders. Actually, the book is vivid and colorful portrayal of psychopathic disorder and the book can recommended both for professionals and for parents. The book presents author’s research on psychopathic disorders. The positive moment is that the book is written in easy language and in readable fashion devoted to general audience.   Hare analyzes clinical literature in non-technical trying to avoid professional jargon. The author combines empirical literature with personal anecdotes, with descriptions of psychopathic personalities from popular press and literature. Moreover, the author includes analysis of celebrated cases as, for example, Ted Bundy, Clifford Olson and the fictional Hannibal Lecter. Robert Hare provides deep insight into personality of psychopaths by describing disorder in dozens of individuals with similar diagnosis, all of whom â€Å"scored high on the PCL†. The author claims that he rejects psychodynamic approaches when describing psychopathic mind. Hare describes psychopathic personality as reckless, impulsive, egocentric, disturbing, content with self and such that lacks conscience. Hare pays special attention to identification of the psychopaths. His Psychopathy Checklist presents ultimate understanding of psychopathic behavior. Actually, he uses his list to construct psychopathy as disorder. The author provides definitions, assessment tools and diagnosis approaches. Hare argues that â€Å"Psychopaths are social predators who charm, manipulate, and ruthlessly plow their way through life, leaving a broad trail of broken hearts, shattered expectations, and empty wallets. Completely lacking in conscience and in feelings for others, they selfishly take what they want and do as they please†¦Ã¢â‚¬  (p.34) Psychopathy is associated with antisocial personality disorder. The author writes that not all patients with antisocial personality disorder are psychopathic personalities and they should not be provided with the same pessimistic diagnosis. Hare assumes that professionals are to be blamed for confusing psychopathic disorder with antisocial personality disorde r. The book conveys a number of important messages based on Hare’s fundamental perspective about psychopathic personalities and their behavioral types. The author portrays psychopathic personalities as personalities that seem to be born. Hare presents many stories about individuals who appeared to be normal, but with years became egocentric and aggressive personalities. The author is unprejudiced when he says that we are not aware of facts that change human behavior. A number of genetic and neurological studies were conducted to reveal the reasons and Hare says that environment plays crucial role in child upbringing. He concludes that psychopathy may be of different types ranging from con man to serial killer. Three particular messages are hidden in the book. The first one is that the parents of psychopaths should not be provided with constant sense of guilty that their children are not normal. Instead, parents should immediately consult professionals to diagnose their children and if psychopathic disorder is revealed then to develop specific strategies involving structured and favorable environment with behavioral management techniques. The second message is that psychopathic behavior is not likely to change significantly or it may diminish with age.   The most difficult thing to manage is that psychopaths are content with their behavior and often treatment efforts and therapies are not effective. Psychopaths believe their relations with people and treating them is fully justified and normal. Actually, psychopaths don’t understand they have serious mental problems and they are viewed as social danger. Hare seems to be very critical with insight-based approaches as, for example, with therapeutic community. Instead, Hare says that work with psychopaths should focus on incorporating their pervasive self interest stressing that their behavior contradicts their own interests. The third message provides recommendations and ways how to protect yourself from attack of psychopathic personalities. Every person should now ways to identify psychopaths and to protect his life from being victimized and conned. A series of techniques designed by Hare is important for adults, especially for women and the elderly. Lonely people and those who are going to invest are endangered the most. Being forewarned is being forearmed. Hare says that â€Å"Psychopaths are found in every segment of society, and there is a good chance that eventually you will have a painful or humiliating encounter with one†. (p.203) Hare intensifies his narration with real-world examples and anecdotes to describe differen t personality features of psychopathic personalities. The book is very informative and professional, but it seems contradictory when the author says he relies on common sense and folk wisdom. Further, the author stresses that relying on such sources isn’t justified in professional environment. Despite several weak points, the book is very strong and persuasive. The author distinguishes between psychopathic disorder and antisocial personality disorder. He concludes that not all psychopaths are criminals and not all criminals are psychopaths. The author offers emotional and interpersonal traits as, for example, lack of guilt, grandiosity, glibness, shallow emotions, lack of responsibility, impulsiveness, antisocial behavior, etc. References Hare, Robert. (1999). Without Conscience: The Disturbing World of The Psychopaths Among Us. USA: The Guilford Press.

Adolescence Development Essay -- Adolescent Behavior

Adolescence is a period of physical and psychological development from the onset of puberty to maturity. The adolescent is no longer a child, but they haven’t yet reached adulthood. Adolescence is considered people between the ages of 13 and 21. Puberty is the physical maturing that makes an individual capable of sexual reproduction. Puberty is important to adolescence because when a child hits puberty, that’s when the child is becoming an adolescent. Puberty is a big part of an adolescent’s life. Adolescence is not cultural universal. In some societies, young children go straight from childhood to the adult life once they have done the necessary puberty rites. Puberty rites are formal ceremonies that mark the entrance of young people into the adult life. People at the age of 13 to 14 that completed these puberty rites can become accepted into the adult society. Three factors are important in the development of adolescence as a distinct stage of the life cycle. The first factor is education. Young children are required to spend many years in school and state laws make education mandatory up to the age of 16. The second factor that separates young people in a different type of group is the exclusion of youth from the labor force. In many states, child labor laws keep people from going to the labor force until they hit the age of 16. Adolescents usually work part time while still going to school. The third factor is the rise of adolescence as a distinct stage of the ...

Introduction To Special Needs Essay

According to Warnock’s report of 1978, the special educational needs can be fluctuating and can also be contextually defined. Before the evaluation of this statement, we have to look at the Warnock report (1978) and the Special Educational Needs Code (2001) and how it reflects its understanding of the special educational needs. The term special education needs (SEN) emerged from the 1978’s Warnock’s committee that had been set up to hold an inquiry into the education of the physically handicapped children and other young people who were interested in education. It was under the department of education and science in Britain. The Warnock’s committee   had been set up to look into a concern that was coming up concerning the system of education which was becoming segregated and was discriminating against children who were physically challenged and was not providing them with   positive, social and better educational opportunities like the other children who were physically fit. This report of 1978 advocated for three main reforms that were to be undertaken by the educational officials or all those who were responsible for the provision of educational services: A. Locational integration of all children whereby the provision of educational services for both the children with special needs and their counterparts who were not physically challenged were to be made from the same site(Great Britain parliament 2006) B. Social integration whereby all the children regardless of their physical state were to share the same social amenities that were provided by the educational centers for example playgrounds and other extra facilities for co-curricular activities. C. The Warnock report advocated for functional integration of the children with special needs and those who were not physically challenged were all to be educated together for example they were to share the same classes whereby they were all supposed to be given the same opportunity in pursuing the same goals that had been set in the curriculum and any other objectives that were set by the educational administrators (Great Britain Parliament 2006). Practices of SEN prior to Warnock. There were many practices that were in place before the Warnock report of 1978 which were mainly directed to children with special needs. Before the report was made the children with special needs for example those who were suffering from a disability of the mind were classified as uneducable and unfit for the education that was offered at school. These children who had some inabilities were simply locked out of the normal learning institutions where the other children who had all abilities in a normal state were being educated. Prior to the Warnock report of 1978, there were other practices that were directed toward the children who had some inabilities for example those who had a problem with their mind, those who were partially blind, those who could not speak properly or those who had language problem, those who were physically challenged and many other children who had some form of either physically challenge or internal challenges for example a mind problem. These children were classified as uneducable under the normal schools and were forced to be educated and trained in special care units that were spread across England and some other hospitals that had been given the mandate of educating these learners with some form of disability. The health officials in this hospitals and special care units had been given the powers to be in charge of these children and to give them the required form of education. It is pretty obvious that in these centers where these learners with special needs were segregated to offered low quality education to them as compared to their peers who were being educated in the normal schools that had highly or better qualified teachers ( Farrell 2001) Before the Warnock report of 1978, the parents of the children with special needs were not given an opportunity to air their views on the form of education that their children were being subjected to or to give any views regarding to the state of their children and what their children need. But after the report came into place in 1978, the parents of the disabled children were given an opportunity to give views and any information that was regarded professional concerning their disabled children as this was very important regarding to the provision of services that were necessary for them. The report agreed that the parents or guardians of these children had vital information regarding to the assessment, placement and educational processes of their children that were to be included or incorporated in the education al system in order to achieve all the goals and objectives of the educational curriculum.( Rogers 2007). Reasons why the Warnock report of 1978 was such a break through. The report made a breakthrough in the implementation of some educational issues that were affecting the children who had some form of deformities. There are many reasons why it is considered a success. First was the fact that it recognized children who had some inabilities as a deserving lot who also needed to be given equal opportunities to all educational opportunities just like the other normal children. This is the main reason why the report had to introduce the idea of special education needs (SEN) which was based on common educational goals for all the children of school going age regardless of their abilities i.e. whether physically challenged or not. The children under this category were also given the privileges that others who were not challenged in any way were being given for example independence, enjoyment and understanding. It has to be known that before the Warnock report, all the children who had any form of disability were classified and defined using medical terms for example maladjusted and educationally subnormal and they were all segregated and given separate special educational treatment in different centers that had been set up all over England. The Warnock report brought all this to an end when it brought into the attention of the people and those who were working in the ministry of education the importance of having unsegregated form of education where all children were treated equally regardless of their abilities or deformities (parliamentary copyright 2006). There are other reasons why Warnock report became such a breakthrough. Other than putting a stop on the segregation of children with special needs or those who are faced with some form of disabilities, the Warnock report led to the introduction of the policies whereby parents of the physically challenged children gave opinions or any other information regarding their children which was deemed as useful in the implementation of educational policies and in the provision of the necessary materials in order to achieve the highest learning goals for this learners. Prior to the report in 1978, parents of the children with special abilities could not give any information regarding to or concerning their children. The children were sent to centers that had been set up to give them some form of education and there wasn’t any form of participation from the parents. After the report was written parents became involved in the educational activities of their disabled children which in turn led to the improvement of facilities that the children could access and use since the parents gave useful information regarding the state of their children (Parliamentary copyright 2006). The report required that all teachers who had any form of responsibility for the children with special needs to be trained in one way or another in order for them to have some considerable expertise regarding special education. This was necessary since all the children were now required to attend the same ordinary schools and since the report stated that per every five children who were going to school there was one who needed special attention. And since this child who needed special attention could no longer be isolated from the rest of the class who had all the required abilities then it forced the teachers to undergo some form of training in order to be able to handle all the learners in a professional way. It is a breakthrough in the report since this idea cemented the earlier opinions of having all the children attending the same ordinary schools. The teachers were also made aware of the importance of working closely with the parents of the children with special needs, other pr ofessionals and non-professionals who were concerned in helping those children who had special needs (Warnock 1978, p226) Warnock report (1978) on special education needs (SEN) – what was new: The report spoke a lot that was new concerning special education needs. First, the idea of educating both the handicapped children and those who were not handicapped was itself a new idea. It is known that before the Warnock (1978) report, the disabled children were all educated separately. The ones had some bodily disability, some disability of the mind and those who had no form of disability were all kept separately when it came to matters of education. Therefore the recommendation that they all get to be educated together was in itself a new idea to the special education needs of the children with some form of disability. Training of teachers who were handling ordinary schools in order for them to be able to handle the learners who had a requirement for special education need was also a new thing that was being proposed by the Warnock report on special education needs. Before the report, teachers of the ordinary schools where only the learners who were considered normal went to, had no formal training on handling learning learners with special needs. The learners who had a need for special education were left to be trained in secluded learning centers that were specifically meant for them where they had some given professionals who took care of their educational needs. Therefore the introduction of the idea that all teachers be given some form of education in relation to the teaching of the leaners with special needs was in itself a new idea (Alur & Hegarty 2002). The idea of using the opinions of parents was not there before the Warnock report (1978). It was a new idea that was being introduced. The parents of the children with special education needs were in cooperated in the learning activities of their children and any opinion that they gave, was given consideration. Also other individuals who were either professionals or non-professionals but were interested in helping the needy children were also given a chance to participate in the education of the children. Special unit classes were to be set up in the ordinary schools to carter for the children who had extreme special needs. The location of both the special needs schools and the ordinary schools was to be in the same place i.e. same compound. The two schools were to share the same site. This form of integration was to bring worthwhile gains in terms of the children socializing together and growing up in an environment that will eventually dictate mutual understanding of each other. The parents too of these children will end feeling encouraged just from the mere fact that their children are also attending ordinary schools. On the side of the children who are disabled, they get to copy from their peers whom they are sharing the same amenities with for example playing fields (Warnock report 1978, p101). Social interchange is another new idea imposed by the Warnock report (1978). The children with special needs and others who attend the same school but are not challenged in any way are given an opportunity to eat, play and consort together. This kind of social interchange that was new to special needs, gives the learners some form of self-recognition and easy acceptance of their condition. Before the Warnock report, children were brought up separately in schools. Those who went through this form of segregation had difficulties in accepting themselves as they were shown from an early age that they were different from the other children. After the report was made, the learners were integrated and the young ones who begun off in this later system found it so easy to accept their present condition. Evaluation of Warnock’s original statement Warnock’s original statement on integration of the learning environment to include both the children with special needs and other young learners who were in nee d of education with those who were considered normal learners does have validity today. This idea has brought an end to the acts that were there before whereby disabled children could either be denied education or put into some centers where they received minimal education. Today, not only in England where this report was made but also in the entire world, all children are given education regardless of their state. They are not discriminated due to their physical outlook. They are admitted to ordinary schools just like there other counterparts who are considered to be normal. The United Nations Educational Scientific and Cultural Organization (UNESCO) has also adopted the policy of integration and is advocating for the education of all the children regardless of their disability in order to make the world a better plac e.

Environmental Ethics - 4554 Words

Environmental challenges as business opportunity I. INTRODUCTION â€Å"Earth provides enough to satisfy every mans needs, but not every mans greed.† - Mahatma Gandhi The above quote rightly points out the role of environment for the mankind and the responsibility we need to shoulder for its sustenance. Weve come a long way in recognizing that and now almost every business has a statute of doing something good for the environment as part of their CSR initiative. But companies who think of the environment as a social responsibility and not as an imperative are not going in the right direction. The global climate changes and the gradual scarcity of resources have come to light as major disruptions in the business environment. These challenges†¦show more content†¦This view tries to develop people’s value and belief towards environment and manage the way people think. There’s a major difference between the conventional and modern views of Environment ethics in that that attention now swings from the perso n who wants to preserve the world to the one who wants to interfere with it. Religion and Environment Does religion really influence our attitude towards nature? Well there is ample evidence around us that provides a link between the two. Judeo-Christian traditions have shaped the way the western world thinks about nature. Western Christianity assumed an Anthropocentric view in the sense that they separated humans from nature and encouraged exploitation of nature for the benefit of man. â€Å"And God said, Let us make man in our image, after our likeness: and let them have dominion over the fish of the sea, and over the fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creepeth upon the earth†- Book of Genesis, verse 1:26 In contrast, ancient Hindus adopted Biocentrism and felt God’s presence in everything around them, humans and plants and animals alike. They considered the nature around them as a manifestation of the Al mighty himself, the Brahmaan. Hence, they felt that in order to please God, they must live in harmony with His creations. 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