Philosophy Reflection Paper

Theodore Dalrymple

The Frivolity of Evil

When prisoners are released from prison, they often say that they have paid their debt

to society. This is absurd, of course: crime is not a matter of double-entry bookkeeping.

Autumn 2004

When prisoners are released from prison, they often say that they have paid their debt to society. This is absurd, of course: crime is not a matter of double-entry bookkeeping.

You cannot pay a debt by having caused even greater expense, nor can you pay in

advance for a bank robbery by offering to serve a prison sentence before you commit it.

Perhaps, metaphorically speaking, the slate is wiped clean once a prisoner is released

from prison, but the debt is not paid off.

It would be just as absurd for me to say, on my imminent retirement after 14 years of my

hospital and prison work, that I have paid my debt to society. I had the choice to do

something more pleasing if I had wished, and I was paid, if not munificently, at least

adequately. I chose the disagreeable neighborhood in which I practiced because,

medically speaking, the poor are more interesting, at least to me, than the rich: their

pathology is more florid, their need for attention greater. Their dilemmas, if cruder,

seem to me more compelling, nearer to the fundamentals of human existence. No doubt

I also felt my services would be more valuable there: in other words, that I had some

kind of duty to perform. Perhaps for that reason, like the prisoner on his release, I feel I

have paid my debt to society. Certainly, the work has taken a toll on me, and it is time to

do something else. Someone else can do battle with the metastasizing social pathology of

Great Britain, while I lead a life aesthetically more pleasing to me.

My work has caused me to become perhaps unhealthily preoccupied with the problem of evil. Why do people commit evil? What conditions allow it to flourish? How is it best

prevented and, when necessary, suppressed? Each time I listen to a patient recounting

the cruelty to which he or she has been subjected, or has committed (and I have listened

 

http://www.city-journal.org/index.html

 

to several such patients every day for 14 years), these questions revolve endlessly in my

mind.

No doubt my previous experiences fostered my preoccupation with this problem. My

mother was a refugee from Nazi Germany, and though she spoke very little of her life

before she came to Britain, the mere fact that there was much of which she did not speak

gave evil a ghostly presence in our household.

Later, I spent several years touring the world, often in places where atrocity had recently

been, or still was being, committed. In Central America, I witnessed civil war fought

between guerrilla groups intent on imposing totalitarian tyranny on their societies,

opposed by armies that didn’t scruple to resort to massacre. In Equatorial Guinea, the

current dictator was the nephew and henchman of the last dictator, who had killed or

driven into exile a third of the population, executing every last person who wore glasses

or possessed a page of printed matter for being a disaffected or potentially disaffected

intellectual. In Liberia, I visited a church in which more than 600 people had taken

refuge and been slaughtered, possibly by the president himself (soon to be videotaped

being tortured to death). The outlines of the bodies were still visible on the dried blood

on the floor, and the long mound of the mass grave began only a few yards from the

entrance. In North Korea I saw the acme of tyranny, millions of people in terrorized,

abject obeisance to a personality cult whose object, the Great Leader Kim Il Sung, made

the Sun King look like the personification of modesty.

Still, all these were political evils, which my own country had entirely escaped. I optimistically supposed that, in the absence of the worst political deformations,

widespread evil was impossible. I soon discovered my error. Of course, nothing that I

was to see in a British slum approached the scale or depth of what I had witnessed

elsewhere. Beating a woman from motives of jealousy, locking her in a closet, breaking

her arms deliberately, terrible though it may be, is not the same, by a long way, as mass

murder. More than enough of the constitutional, traditional, institutional, and social

restraints on large-scale political evil still existed in Britain to prevent anything like what

I had witnessed elsewhere.

 

 

Yet the scale of a man’s evil is not entirely to be measured by its practical consequences.

Men commit evil within the scope available to them. Some evil geniuses, of course,

devote their lives to increasing that scope as widely as possible, but no such character has

yet arisen in Britain, and most evildoers merely make the most of their opportunities.

They do what they can get away with.

In any case, the extent of the evil that I found, though far more modest than the disasters

of modern history, is nonetheless impressive. From the vantage point of one six-bedded

hospital ward, I have met at least 5,000 perpetrators of the kind of violence I have just

described and 5,000 victims of it: nearly 1 percent of the population of my city—or a

higher percentage, if one considers the age-specificity of the behavior. And when you

take the life histories of these people, as I have, you soon realize that their existence is as

saturated with arbitrary violence as that of the inhabitants of many a dictatorship.

Instead of one dictator, though, there are thousands, each the absolute ruler of his own

little sphere, his power circumscribed by the proximity of another such as he.

Violent conflict, not confined to the home and hearth, spills out onto the streets.

Moreover, I discovered that British cities such as my own even had torture chambers:

run not by the government, as in dictatorships, but by those representatives of slum

enterprise, the drug dealers. Young men and women in debt to drug dealers are

kidnapped, taken to the torture chambers, tied to beds, and beaten or whipped. Of

compunction there is none—only a residual fear of the consequences of going too far.

Perhaps the most alarming feature of this low-level but endemic evil, the one that brings

it close to the conception of original sin, is that it is unforced and spontaneous. No one

requires people to commit it. In the worst dictatorships, some of the evil ordinary men

and women do they do out of fear of not committing it. There, goodness requires

heroism. In the Soviet Union in the 1930s, for example, a man who failed to report a

political joke to the authorities was himself guilty of an offense that could lead to

deportation or death. But in modern Britain, no such conditions exist: the government

does not require citizens to behave as I have described and punish them if they do not.

The evil is freely chosen.

 

 

Not that the government is blameless in the matter—far from it. Intellectuals

propounded the idea that man should be freed from the shackles of social convention

and self-control, and the government, without any demand from below, enacted laws

that promoted unrestrained behavior and created a welfare system that protected people

from some of its economic consequences. When the barriers to evil are brought down, it

flourishes; and never again will I be tempted to believe in the fundamental goodness of

man, or that evil is something exceptional or alien to human nature.

Of course, my personal experience is just that—personal experience. Admittedly, I have looked out at the social world of my city and my country from a peculiar and possibly

unrepresentative vantage point, from a prison and from a hospital ward where

practically all the patients have tried to kill themselves, or at least made suicidal

gestures. But it is not small or slight personal experience, and each of my thousands,

even scores of thousands, of cases has given me a window into the world in which that

person lives.

And when my mother asks me whether I am not in danger of letting my personal

experience embitter me or cause me to look at the world through bile-colored spectacles,

I ask her why she thinks that she, in common with all old people in Britain today, feels

the need to be indoors by sundown or face the consequences, and why this should be the

case in a country that within living memory was law-abiding and safe? Did she not

herself tell me that, as a young woman during the blackouts in the Blitz, she felt perfectly

safe, at least from the depredations of her fellow citizens, walking home in the pitch

dark, and that it never occurred to her that she might be the victim of a crime, whereas

nowadays she has only to put her nose out of her door at dusk for her to think of nothing

else? Is it not true that her purse has been stolen twice in the last two years, in broad

daylight, and is it not true that statistics—however manipulated by governments to put

the best possible gloss upon them—bear out the accuracy of the conclusions that I have

drawn from my personal experience? In 1921, the year of my mother’s birth, there was

one crime recorded for every 370 inhabitants of England and Wales; 80 years later, it

was one for every ten inhabitants. There has been a 12-fold increase since 1941 and an

 

 

even greater increase in crimes of violence. So while personal experience is hardly a

complete guide to social reality, the historical data certainly back up my impressions.

A single case can be illuminating, especially when it is statistically banal—in other words, not at all exceptional. Yesterday, for example, a 21-year-old woman consulted me,

claiming to be depressed. She had swallowed an overdose of her antidepressants and

then called an ambulance.

There is something to be said here about the word “depression,” which has almost

entirely eliminated the word and even the concept of unhappiness from modern life. Of

the thousands of patients I have seen, only two or three have ever claimed to be

unhappy: all the rest have said that they were depressed. This semantic shift is deeply

significant, for it implies that dissatisfaction with life is itself pathological, a medical

condition, which it is the responsibility of the doctor to alleviate by medical means.

Everyone has a right to health; depression is unhealthy; therefore everyone has a right to

be happy (the opposite of being depressed). This idea in turn implies that one’s state of

mind, or one’s mood, is or should be independent of the way that one lives one’s life, a

belief that must deprive human existence of all meaning, radically disconnecting reward

from conduct.

A ridiculous pas de deux between doctor and patient ensues: the patient pretends to be

ill, and the doctor pretends to cure him. In the process, the patient is willfully blinded to

the conduct that inevitably causes his misery in the first place. I have therefore come to

see that one of the most important tasks of the doctor today is the disavowal of his own

power and responsibility. The patient’s notion that he is ill stands in the way of his

understanding of the situation, without which moral change cannot take place. The

doctor who pretends to treat is an obstacle to this change, blinding rather than

enlightening.

“Piaget’s Sensorimotor And Preoperational Cognitive Development Stages”

cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com

PCN-518 Topic 1: Piaget’s Sensorimotor and Preoperational Cognitive Development Stages

 

Directions: Conduct an analysis of the significant developments in a child related to each stage of Piaget’s sensorimotor and preoperational stages. Complete each section of the matrix for the stages listed below. Describe the significant developments and provide an example, using complete sentences, with the information gleaned from your analysis. Include scholarly references as appropriate using in-text citations and the reference list on page two.

 

Table 1: Sensorimotor Thinking

 

Stage of Sensorimotor Thinking Significant Developments Example
Adapting to and Exploration of Environment    
Understanding Objects  

 

 
Using Symbols    

 

 

 

 

 

Table 2: Preoperational Thinking

Stage of Preoperational Thinking Significant Developments Example
Egocentrism    

 

Centration    

 

Appearance as Reality    

 

 

References:

© 2017. Grand Canyon University. All Rights Reserved.

© 2017. Grand Canyon University. All Rights Reserved.

Diagnosing Depressive And Bipolar Disorders

The Case of Sam Sam is a 62-year-old, widowed, African American male. He is unemployed, receives Social Security benefits, and lives on his own in an apartment. Sam has minimal peer relationships, choosing not to socialize with anyone except his daughter, with whom he is very close. Sam raised his daughter as a single father after his wife passed away. Melissa is 28 years old and works as an emergency medical technician (EMT). When Sam was 7 years old, he was placed in foster care and has had very limited contact with his extended family. Prior to September 11, 2001, Sam had a steady employment history in food services and retail. He had no psychiatric history before that time. Sam reported his religious background is Catholic, but he is not affiliated with a congregation or church. Sam became depressed and psychotic sometime after 9/11 and had to be taken to an emergency room. He was hospitalized at that time for several weeks. His mental status exam (MSE) and diagnostic interview showed no history of alcohol or substance abuse issues, and he had no criminal background or current legal issues. Sam was released to outpatient care but was deemed unable to return to work. At that time, he had a diagnosis of major depression with psychotic features; he also has a history of high blood pressure and migraines. After several additional multiple psychiatric hospitalizations, he was gradually stabilized. Sam has been seeing a psychiatrist once a month for over a decade for medication management and is currently prescribed Depakote®, Abilify, and Wellbutrin®. Sam has a positive history of medication and treatment compliance. He was treated by a social worker at an outpatient program for about 2 years after his hospitalizations for his psychosis and depression. He gradually stopped attending sessions with the social worker after his symptoms stabilized, and his termination from the outpatient program was deemed appropriate; he continued to see the psychiatrist monthly for medication management. After about 10 years of seeing only the psychiatrist, Sam scheduled a meeting with this social worker for increased feelings of depression. These feelings were brought on after his daughter moved out of the apartment they had shared for many years to live with her boyfriend. He reported difficulty adjusting to living alone and said he often feels lonely and anxious. He reported during sessions with his social worker that he speaks to his daughter frequently, and although she only lives 10 blocks away, he misses her terribly. Our sessions for the last 3 months have focused on his mixed feelings around his daughter’s new life with her boyfriend. He said he is happy that she is happy but misses her very much. I emphasized his strengths and helped him reframe his situation by focusing on the positive changes in her life as well as his own life. Our goals were to help him reduce his symptoms of anxiety and begin searching for new opportunities for socialization outside of his daughter. During our last two sessions, I became concerned because Sam, who was normally articulate, had been appearing confused and slightly disorganized. I asked him if he had a recent medication change and if he had been compliant with his current medications, but he denied noncompliance or any recent medication adjustment. I asked Sam if he was experiencing any physical health problems. He denied any ongoing problems but mentioned that he had collapsed on the street recently. He reported that he had been hospitalized and had undergone a number of tests, which he thinks were all negative. He said he still feels “foggy” at times, and sometimes time seems to be “missing.” I reviewed his medications with him. As he went down the list, he reported taking Cogentin® and Ativan®, which according to his chart history had been discontinued months ago. When I asked Sam where he obtained these medications, he stated, “I got them out of the bag.” Sam reported he has a bag at home in which he puts all leftover and discontinued medications. He could not explain why he was taking discontinued medication or for how long. Sam stated, “I thought I was supposed to take it.” I called his daughter, and she verified he had recently been hospitalized and that the MRI, CT scan, and EEG tests were negative. I requested that Melissa go to her father’s apartment to look for the bag of medications he mentioned, because it seemed likely that her father was taking discontinued medications. I then scheduled a meeting with Sam and his daughter for later that week. During that session, Melissa reported that she found multiple vials of old medication on the kitchen counter mixed in with her father’s current medications. Melissa reported that she collected and disposed of all the old medications. I recommended obtaining a daily medication planner. Although the hospital tests were negative, I recommended scheduling an appointment with a neurologist, and both agreed. Sam saw a neurologist who reported that his test results were negative but did not rule out the possibility of a seizure disorder. The neurologist recommended a follow-up appointment in 3 months. He also contacted Sam’s psychiatrist and recommended that the Wellbutrin be discontinued because it is known to have the potential to cause seizures and that Sam should start on another antidepressant. Sam began to focus and become more cognitively alert after the discontinued medications were disposed of and the Wellbutrin was discontinued. I scheduled another family session for Sam to discuss his feelings regarding Melissa moving out. Sam was tearful when he told Melissa he missed her and her dog Sonny. He also told her he was concerned he would not be financially able to remain in the apartment. Melissa reported working long and odd hours but did call her father often and invited him over to her apartment. She further reported that he often declined her invitations. Sam reported he declined because he did not want to intrude on her life or her boyfriend. Melissa assured her father that both she and her boyfriend wanted him to visit and be part of their lives. I asked Sam if Melissa’s dog had been company for him, and he replied, “Yes, and I miss him.” I asked Melissa if it would be possible for Sonny to spend some time with her father. Melissa reported her long work hours were making it difficult to take care of Sonny and asked her father if he would like Sonny to live with him. Sam replied, “I would like that.” I discussed with Sam how he spends his time, which normally consists of reading a newspaper, watching television, or listening to talk radio. I suggested Sam increase his socialization and recommended a social club for older adults that is near his home. Sam said he would consider this idea. I asked Sam to discuss his financial concern that he may not be able to remain in his apartment. Sam stated that Melissa had been contributing to the household expenses but stopped when she moved out. He stated he had been too embarrassed and ashamed to discuss this with Melissa and had been keeping this to himself. Although Sam is on a fixed income, he is currently able to meet his expenses. However, he is concerned about his rent, which is his largest expense. I explored state and federal rent assistance programs for seniors and the disabled. I found a program through which tenants who qualify can have their rent frozen at their current level and be exempt from future rent increases. Sam met the program requirement of being at least 62 years of age, currently living in a rent-controlled apartment, and having a household income that was within the specified guidelines. I obtained the required forms and personal documentation from Sam and completed the application, sending it to the appropriate agency. Adapted from: Plummer, S.-B., Makris, S., & Brocksen, S. (2013). Social work case studies: Concentration year. Baltimore, MD: Laureate Publishing.

Multicultural Case Study

Multicultural Case Study

Note: If you have not done so, please read the course project information to understand how all the course assignments interconnect.

Introduction

At some point in your career, you will encounter a multicultural issue. It may be a conflict with a supervisor or a problem with one of your colleagues or clients. You may experience the use of hate speech in the professional work setting or feel marginalized because of one of your cultural identities. A conflict may involve an individual, an entire agency, or an institution.

In this assignment, you will:

  • Create a multicultural conflict that could occur within your psychology specialization. The details of this conflict may be drawn from real life or imagined, but the conflict must involve your actual cultural identities, which you analyzed in the Unit 1 assignment, Self-Reflection: Using the Hays ADDRESSING Model. This conflict will involve one or more people you could encounter in your work who have several points of cultural difference with you. An agency, business, or institution could also be part of the conflict.
  • Analyze the multicultural issues that are present and consult scholarly literature to develop strategies or techniques that you can use to navigate the conflict. This assignment will help you think critically about uncomfortable situations that you may encounter in your career as a psychologist and prepare you to respond effectively in such situations.

The deliverable is a PowerPoint presentation of a case study that could be given in a professional context. A case study is an in-depth report and analysis of events, activities, or processes involving one or more people or a situation. Case studies are examined in academic contexts to prepare learners for the challenges they will face in professional practice. Working psychologists continue to consult with colleagues on case studies to improve their professional competencies.

Instructions

Complete the Multicultural Case Study Template linked in Resources for this assignment. Replace all bracketed language […] in the PowerPoint template with your own words.

  • You may wish to enhance the design of the presentation to make it more effective. For guidance on PowerPoint design, refer to the links in Resources.
  • For guidance with PowerPoint fundamentals, see the Basic Tasks in PowerPoint guide in Resources. If, after reviewing this material, you need more help using PowerPoint, contact your teaching assistant. Seek help early!

Your PowerPoint should include the following:

  1. Title slide:
    • Enter a descriptive title of approximately 5–15 words that concisely communicates the heart of the case study. It should stir interest while maintaining professional decorum.
    • Enter your name and a job title and organization that would fit with your case study. Like the case study itself, these last two elements may be fictional.
  2. Case Study Overview slide: Provide the briefest possible narrative description of the case situation here. Additional supporting details and references can be added in the notes section below the slide. The overview should include:
    • The professional setting of the case, based on your psychology specialization (such as treatment center, classroom, hospital, jail, or community-based setting).
  3. Cultural Differences slides: On the table provided, list the main cultural identities from the Hays model, relevant to the case study conflict, of yourself and another person, agency, or institution in the case study.
    • If more than one person, agency, or institution is involved in the case, make a new slide for each one, to compare yourself to all others involved.
    • In the notes section:
      • Identify common concerns with each cultural identity. Be careful to avoid using stereotypes.
      • Analyze how cultural differences contributed to the conflict in this case.
      • Identify two relevant biases you have or had, and at least one strategy for improving your cultural competency around each of those biases.
  4. Relevant Biases: Identify two relevant biases you have or had, and at least one strategy for improving your cultural competency around each of those biases.
  5. Best Practices for Working With [Cultural Identity] slides: Identify a best practice for working with a cultural identity in this case and cite the source below. Then, briefly analyze how the best practice could help you navigate this particular relationship and conflict.
    • In the notes section, describe the best practice in more detail and elaborate as needed on your analysis of how the best practice could help you navigate the relationship and conflict.
    • Copy this slide as needed to address each cultural identity in this case.
  6. References slides: Use current APA style and formatting guidelines.

Additional Requirements

  • Written communication: Should be free of errors that detract from the overall message.
  • References: You must cite best practices from at least three scholarly research articles in this assignment. You may cite reputable sources from websites, books, textbooks, and assigned resources as well, but these will not count toward the three required scholarly research references.
  • Length: A minimum of six slides.

Refer to the helpful links in Resources as you complete your assignment. Submit your PowerPoint file no later than 11:59 p.m. (CST) on Sunday.

Resources

  • Multicultural Case Study Scoring Guide.
  • Basic Tasks for Creating a PowerPoint Presentation.
  • Find Free-To-Use Images.
  • Basic Tasks in PowerPoint 2010.
  • Multicultural Case Study Template [PPTX].
  • Guidelines for Effective PowerPoint Presentations [PPTX].
  • Looking Into the Clinician’s Mirror: Cultural Self-Assessment.
  • APA Style and Format.
  • Capella University Library.
  • Professional Communications and Writing Guide [PDF].
  • Journal and Book Locator.