Ptsd And Posttraumatic Stress Disorder - 1216 Words

PTSD or Posttraumatic Stress Disorder is a growing concern with our returning soldiers. As technology is advancing, battles are becoming more and more gruesome. The scars from defending your country are not only physical. Some scars may not be visible, but are even more dangerous. The trauma imbedded in these men and women’s heads will cause pain for them and their entire family. The dictionary definition of PTSD is a serious condition that can develop after a person has experienced or witnessed a traumatic or terrifying event in which serious physical harm occurred or was threatened. It has also been called battle fatigue or shell shock. It may be everlasting and it is devastating to the person’s mental health. Some of the more†¦show more content†¦The events seen by these brave people are what cause the terrible side effects. PTSD can be directly correlated to what is viewed during battle. Fellow soldiers and friends are being brutally killed. It is expected with war, but it takes a toll on the fighters. Constantly seeing death and serious injury can leave one scared. The everyday sights for people who serve over seas in places like Iraq and Afghanistan greatly improve the chances of them having PTSD effects after returning home. A study was performed on Iraq/Afghanistan soldiers to see the effects of PTSD and how common it was in these certain employments. The three following questions were looked at as the main focal points in the research: â€Å"(1) How do the rates of PTSD among all active duty enlisted personnel differ by service and deployment location? (2) How do deployment location and length of deployment affect the probability of being diagnosed with PTSD? (3) Is there an interactive effect between a deployment s length and location?† (Shen, Arkes, Kwan, Tan, Williams, 2010). Previous studies have failed to see the comparison between PTSD rates and the different services of employment. The research focused on active solders and the duration of their specific enlistments. Two wars were the focal points of studies, which include Iraq and Afghanistan. Said by Shen et al. (2010) â€Å"Recent research suggests that the wars in Afghanistan and Iraq, also

Critical Analysis Of To Kill A Mockingbird - 1866 Words

To ‘Kill a Mockingbird’ is a fairly long, complex novel that encompasses a wide range of issues and universal themes. Accordingly, Harper Lee’s highly acknowledged ‘To Kill a Mockingbird’ emphasises the importance of people in positions of privilege to stand up and resist systemic discrimination in order to protect the innocent. Lee has fictionalised the infinitesimal county of Maycomb, a town set in the plot of her Pulitzer prize winning book. This piece of golden fiction is narrated through Jean Louise â€Å"Scout† Finch, a girl whose naivety increasingly declines as the story progresses; furthermore, her sense of morality. Her father, Atticus Finch is a lawyer who upholds high moral standards. Atticus was given the position to defend Tom†¦show more content†¦Less significant character relationships include Miss Maudie, Mrs Dubose, Boo Radley etc. Atticus is a strong-willed believer in standing up for your own beliefs and distinguish ing the difference between right and wrong. His relationship with Scout impacts the audience significantly as readers are narrated the story through Scout’s naà ¯ve eyes, evoking a more emotional aspect between Scout and Atticus. Atticus simply wants the best for his kids and for them to cultivate accepting the different cultures that Maycomb has to offer. This is clearly demonstrated in Chapter 9. â€Å"’If you shouldn’t be defendin’ him, then why are you doin’ it?’ ‘For a number of reasons’...’The main one is, if I didn’t I couldn’t hold up my head in town, I couldn’t represent this country in the legislature, I couldn’t even tell you or Jem not to do something again’...’every lawyer gets at least one case in his lifetime that affects him personally’† (page 81-82). Despite Atticus’ hesitation with the case, he accepts the indictment and the consequences tha t follows. Atticus is aware that if he didn’t take the case he would be perceived as heartless and ultimately racist, contrary to this, the characters in the novel felt sympathetic towards him for having to deal with this trial. â€Å"..do one thing for me if you will: you just hold your head high and keep those fits down. No matter what anybody says to you, don’t let ‘em get your goat. Try fighting with your head for aShow MoreRelatedTo Kill A Mockingbird Critical Analysis1476 Words   |  6 PagesTo Kill a Mockingbird is a popular literary title. It’s one of the most famous pieces of literature. George W. Bush says that the book is â€Å"a meditation on family, human complexity, and some of the great themes of American life. At a critical moment in our history, Mockingbird helped focus the nation on the turbulent struggle for equality.† (Wayne, pg. 1) President Bush could not have been more right, To Kill a Mockingbird is a timeless classic, with themes that are still relevant in today’s worldRead MoreCritical Analysis Of To Kill A Mockingbird1761 Words   |  8 PagesTo Kill A Mockingbird is an acclaimed novel that provides a meritorious exploration on the subject of human nature and distinctively regards several themes with great importance. Discussed through recollections from a child’s perspective, the novel provides a variety of portrayals and wholehearted messages, creating an illustration with a consequential meaning once the indications are interpreted. It is also worthwhile to acknowledge the themes that coexist within the book that are introduced throughRead MoreRacism And Critical Disposition Of Kill A Mockingbird By Harper Lee1415 Words   |  6 PagesAn Analysis of Racism and Critical Disposition in Maycomb County Racism was a tremendous issue in Harper Lee’s To Kill a Mockingbird. It was applied throughout the novel and was increasingly used to judge others in Maycomb’s society. Racism was revealed through the novel to characters Jem, Scout, and Dill who were young children that were learning about the good and evil in the small town they lived in. Racism was a constant and significant topic. There were many aspects that contributed to racismRead MoreKill A Mockingbird By Harper Lee1290 Words   |  6 PagesHarper Lee published To Kill a Mockingbird during a rough period in American history, also known as the Civil Rights Movement. This plot dives into the social issues faced by African-Americans in the south, like Tom Robinson. Lee felt that the unfair treatment towards blacks were persistent, not coming to an end any time in the foreseeable future. This dark movement drove her to publish this novel hopeful that it would encourage the society to realize that the harsh racism m ust stop. Lee effectivelyRead MoreThe Importance Of Communication And Parents Or Guardians By Making A Good Impression From The First Contact911 Words   |  4 Pagesmanner. 2. In my observation classroom, the teacher likes to use guided questions to facilitate class discussion. Currently, the 8th graders are reading To Kill a Mockingbird. Sometimes it is good to begin on the comprehension level to make sure that the students understand the plot of the story before asking them further questions about analysis. She will then ask them what conclusions they draw from the text and what makes them think that. Finally, they are asked to evaluate what they are readingRead MoreThe Loss of Innocence and Maturity in to Kill a Mockingbird2128 Words   |  9 PagesThe Loss of Innocence and Maturity in To Kill A Mockingbird Harper Lee’s Pulitzer Prize-winning novel, To Kill a Mockingbird details the life and experiences of two children in a small town of Alabama. It describes how a series of events shakes their innocence, shaping their character and teaching them about human nature. In her novel, Lee demonstrates how these children learn about the essentiality of good and evil and the existence of injustice and racism in the Deep South during the 1930sRead MoreHow Harper Lees life and childhood influenced her writing of To Kill A Mockingbird2417 Words   |  10 PagesHARPER LEES VIEW OF THE 1930S AS A CHILD Harper Lee is well known for her great contributions towards modern society through her astounding book, To Kill a Mockingbird. The novel is read world-wide, in high schools and colleges because of its in-depth look at the social classes in the south during the 1930s. The book was influenced by society, in particular the social order of the south during her childhood. Lee grew up during this time of controversy which is why she writes so passionately aboutRead MoreThe Curriculum And Expression Of A System Of Personal Values975 Words   |  4 Pageswithin stage four allow teachers to assess the needs for student’s interests and development. Stage five topics are more refined and associated with learning levels topics surround texts more than texts surrounding topics, however texts like To Kill a Mockingbird and Macbeth or Romeo and Juliet allow students to examine clearly the place of morality and ethical behaviours within the contexts of history and present day; encouraging o n a broader interests in higher order literature. Stage six units becomeRead MoreAnalysis Of John Milton s Paradise Lost Essay2201 Words   |  9 Pagesdifferent bildungsromans from different eras and regions to fully determine the necessary characteristics of a bildungsroman, like The Odyssey, To Kill a Mockingbird, David Copperfield, Adventures of Huckleberry Finn, and The Catcher in the Rye. One of the most well-known bildungsromans and one of the most applicable to Eve’s development is To Kill a Mockingbird. Scout Finch goes through a process comparable to Eve’s, and will be especially useful in assessing Eve’s maturation since they are both heroinesRead MoreLiberalism and Realism Essay1249 Words   |  5 Pagesoutside the mind (Merriam Webster, 2012). A realist or the individuals that study realism affirms that they believe in the Correspondence Theory of Truth (Hilary Putnam, 1976). According to the teachings of Aristotle, this conjecture is the theore tical analysis to realize the truth without evidence to support the facts. This harmless clichà © is distinctive in holding the notion of perception according to ones’ belief system. The correspondence of truth is related to the world and how the world describes

Philosophy Behind the Leadership Position in a Learning Organization Free Essays

Imagine this. You have served for years as an assistant to the Principal at a local high school. Recently, the school has become plagued with administrative problems affecting the day to day operations of the school, the quality of education for students, and teacher development. We will write a custom essay sample on Philosophy Behind the Leadership Position in a Learning Organization or any similar topic only for you Order Now As someone with long-standing experience in that school, you have been promoted to the highest leadership position at that school. Part of your role in the leadership of a learning organization includes policy development, decision making, professional development, and the monitoring of organizational progress. This paper will identify and examine the relevant leadership skills and strategies necessary to develop a successful, thriving learning organization. The philosophy behind the leadership position in a learning organization has emerged in recent years as a concern for parents, teachers and policy-makers alike. Changes must be implemented in the current supervisory process, as the role of leadership in a school setting has progressed from the principal as an instructional leader, to the principal as a transactional leader and, most recently, to the role of transformational leader. High performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community (Anonymous author, 2001). Numerous studies on the topic have revealed the importance of leadership skills and strategies of the school leader. These studies clearly indicate that improved education for students requires improved leadership and supervisory skills. The leader in a learning organization must develop and administer policies that provide a safe school environment and establish operational plans and processes to accomplish strategic goals. Research indicates that a necessary aspect of policy development is the intertwining of the daily operations of the school to school and student learning goals (Anonymous author, 2001). Additionally, the major sources of fiscal and nonphysical resources for the school including business and community resources must be analyzed and identified (Anonymous author, 2001). The financial and material assets must be managed, as well as capital goods and services, allocating resources according to district or school priorities (Anonymous author, 2001). Policy development includes an efficient budget planning process that is driven by district and school priorities and involves the staff and community. A strong leadership quality is the ability to identify and organize resources to achieve curricular and instructional goals (Anonymous author, 2001). Research indicates that the process of planning, developing, implementing, and evaluating a district budget must be analyzed, and techniques and organizational skills necessary to lead and manage a complex and diverse organization must be demonstrated (Anonymous author, 2001). Furthermore, policy development includes the planning and scheduling of one’s own and others’ work so that resources are used appropriately, and short- and long-term priorities and goals are met (Anonymous author, 2001). Policy development lies at the basis for a successful learning institution where the needs and goals of students, teachers and the community are met. Research indicates that the decision a leader in a learning organization makes has a strong influence on what will or will not occur in classrooms throughout the country. The leader must take a results oriented approach, and frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skills (Anonymous author, 2001). In this way, good decisions can be made by viewing events and problems from multiple perspectives, and through the use of multiple sources of data to inform decisions. Additionally, decisions must be made based on the moral and ethical implications of policy options and political strategies (Anonymous author, 2001). Research indicates that the leader must recognize situations that require forcefulness and self-confidence in making decisions and delegate authority and responsibility clearly and appropriately to accomplish organization goals (Anonymous author, 2001). Finally, logical conclusions and making high quality, timely decisions must be based on the best available information. According to Marks and Printy (2003), the decision making tasks to be accomplished encompass those of supervision and evaluation of instruction, of staff development activities, of curriculum development knowledge and activities, of group development knowledge and activities, of action research, of development of a positive school climate, and of the creation of links between school and community. Technical skills include goal setting, assessment and planning, instructional observation, research and evaluation; whereas, interpersonal skills are those of communication, motivation, decision making, problem solving, and conflict management (Marks Printy, 2003). In order to meet the rapidly changing needs of our students, teachers must be given the authority to make appropriate instructional decisions. Therefore, the basis for school leadership must include teachers and parents, as well as the principal, in the role of problem finding and problem identification (Marks Printy, 2003). Youngs and King (2002) state that a prominent way in which leaders shape school conditions and teaching practices is through their beliefs and actions regarding teacher professional development. Individual teacher competence is necessary for effective classroom practice, and that teachers must be able to integrate knowledge of students, subject matter, and teaching context in planning out units and lessons and assessing student work (Youngs King, 2002). The studies discussed by Youngs and King examine the relationship of capacity to instructional quality and student achievement, finding that effective school leaders can sustain high levels of capacity by building trust, creating structures that promote teacher learning, assist in the implementation of general reforms. Their study results also suggest that during transitions in school leadership, incoming leaders must be cognizant of shared norms and values among their faculties before initiating new practices into the curriculum, instruction, or school organization (Youngs King, 2002). Other research on the topic indicates that speaking with teachers in and outside of instructional conferences was the cornerstone of effective leadership (Blase, 1999). Organizational leaders in a school setting use five primary talking strategies with teachers to promote reflection: 1) making suggestions; 2) giving feedback; 3) modeling; 4) using inquiry and soliciting advice and opinions; and 5) giving praise (Blase, 1999). Another important aspect of effective leadership is the promotion of teachers’ professional growth with respect to teaching methods and collegial interaction about teaching and learning (Blase, 1999). According the to Blase study, effective instructional leaders used six teacher development strategies: 1) emphasizing the study of teaching and learning; 2) supporting collaboration efforts among educators; 3) developing coaching relationships among educators; 4) encouraging and supporting redesign of programs; 5) applying the principles of adult learning, growth, and development to all phases of staff development; and 6) implementing action research to inform instructional decision making. The study results found that school leaders that were effective provided former staff development opportunities to address emergent instructional needs. These opportunities resulted in innovation and creativity, variety in teaching, risk taking and positive responses to student diversity as well as effects on motivation, efficacy and self-esteem (Blase, 1999). Monitoring of Organizational Progress Finally, a core leadership skill of a learning organization is the continual monitoring of the school’s progress. The studies discussed by Youngs and King (2002) reach the conclusion that school leaders can affect achievement indirectly by establishing a mission or set of goals and building school-wide commitment to them. As a result, higher student achievement can be associated with higher levels of school professional community and program coherence (Youngs King, 2002). Along with monitoring the school’s goals and mission, leaders must continue to facilitate the development and implementation of a shared vision and strategic plan for the school that places student and faculty learning at the center (Anonymous author, 2001). The leader of a learning organization must align instructional objectives and curricular goals with the shared vision and articulate the district’s or school’s vision, mission and priorities to the community (Anonymous author, 2001). The learning organization must be understood as a political system, relating the vision, mission, and goals to the welfare of students, and its’ leader must articulate and reinforce that vision in written and spoken communications. In this way, a positive school culture for learning is created, along with conditions that enhance the staff’s desire and willingness to focus energy on achieving educational excellence (Anonymous author, 2001). Finally, the leader must model professionalism, collaboration and continuous learning in order to successfully monitor the organizations progress. Learning to become a leader of an learning organization is a complex, multidimensional task. If school leaders believe that growth in student learning is the primary goal of schooling, then it is a task worth learning. In today’s rapidly changing world that means becoming a leader of leaders by learning and working with teachers, students, and parents to improve instructional quality. Goal setting and problem solving become site-based, collective collaborative activities. The leadership of the principal is pivotal in ensuring that the process is informed of all school issues, especially those that relate to student instruction. As indicated by the literature available, policy development, decision making, professional development and progress monitoring are all key areas for leadership. If these areas are enhanced by strong leadership qualities, the future of the educational system will remain very bright. Additional studies on the leadership skills and strategies necessary to effectively lead a learning organization will assist in determining the next steps of our future leaders. How to cite Philosophy Behind the Leadership Position in a Learning Organization, Essay examples

Psychopathic Behavior free essay sample

The Psychopath Understanding and Treatment Abstract Mental health disorders are among the most complex disorders to understand. Persons with these types of disorders are not commonly accepted into society. Psychopaths are among some of the most difficult disorders to treat. These persons most often come from a background lacking structure and continuity. Proper treatment is heavily debated. Report It is a popular belief that psychopaths are considered to be individuals that are as brilliantly charming as they are morally insane. However, the tendency to refer to the psychopathic behavior as â€Å"morally insane† is a misconception. Regardless of scientific discoveries, psychopathy is a disease which results in a physiological deficiency. The brain of psychopaths is believed to fail in generation of proper wave activity. Waves emitted are generally slower in individuals suffering from psychopathic behavior. This fundamental incompetence is responsible for a lower degree of arousal when these persons face a threatening situation. We will write a custom essay sample on Psychopathic Behavior or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Their lack of anxiety and consequent careless behavior in any situation is commonly referred to as lack of conscience. These individuals lack the plethora of emotions that arise in the â€Å"normal† individual; that is, the ability to feel, to anticipate the breaking of the law, or to feel sorry when they break these laws. They are deprived of a conscience which organizes the moral notions of good and bad. In normal behavior, acts are constrained by external laws at work in society.The conscience of average individuals are able to anticipate any destructive action which could obstruct the law. Psychopaths don’t have such a capacity. They are leading a life which ignores external impediments. This fundamental unawareness is directly related to a slower activity of waves at work in the brain. This abnormality blocks the entire process of learning. The lower waves produce a decreased response of anxiety which causes the psychopaths to not be anxious or afraid of punishment when they perform a reprehensible action.According to Cleckley’ s definition of psychopathic behavior in the Mask of Sanity , (1988) when one of them breaks the law, he or she does not experience a sense of shame or guilt. When psychopaths are faced with any form of punishment – it could be physical pain or punishment regardless of the deliberate breaking of laws- they do not react with as much anticipation as the average individual. This is because they lack a part of the neurological process which allows them to avoid pain; that is, the adequate rise in palmar sweat gland activity which generates the adequate stimulus.Therefore, the psychopath will reproduce the same harmful actions again and again. In 1954, Ellington’ s experiments showed that between 31 % and 58 % of psychopaths showed some form of electroencephalogram abnormality lo cated in the temporal lobes of the cerebral hemispheres. Another experience regarding the lack of anxiety in psychopaths was lead in 1965 by Robert Hare. In that experience, psychopathic and non-psychopathic subjects were told that each time they would see the number eight in a series of number from one to twelve, they would receive an electric shock.Non-psychopathic individuals showed higher rates of anxiety when they knew the number eight was about to come. On the contrary, psychopathic individuals remain perfectly calm at the sight of the feared number. These results are important since they show that it is a physiological deficiency rather than deliberate insanity that is responsible for the psychopath’s criminal behavior. Another perception largely spread among the population concerns the traditional representation of the psychopath who is figured out as a habitual pleasure seeker, constantly searching for the next big thrill.In the movie the Silence of the Lambs, such a personality is embodied in Hannibal Lector, a frightening psychopath who, by his compelling need of strong experiences, breaks the boundaries of decency. The portrayal of this character embodies the collective myths referring to the mental scheme of the psychopath. The representation is romanticized in order to play with society’s fascination for the violation of laws. However, the popular myths have captured one of the most fundamental features of the psychopathic personality as described by Cleckley, cited in p. 479 of Abnormal Behavior. Most psychopaths become bored quickly with the humdrum of everyday life. They search constantly for new thrills and experiences daring robberies, impersonations, confidence games, new varieties of drugs and deviant sexual behavior†. The psychopath occasionally needs to receive a stimuli stronger than the average person in order to be aroused and, eventually, find â€Å"the game† exciting. Therefore, psychopath’s brain activity is not always below the average. Otherwise, this decreased activity would have it made difficult to explain the energy the psychopath shows in order to catch his victim.When an immediate reward is offered, impulsivity of the individual suffering from psychopathic disorder increases through an immediate responsiveness to the appealing stimulus. From a neurological point of view, the slow brainwaves are balanced by a peak of specific waves located in the temporal area and linked to the individual’s impulsivity; which, in that case, appears every time there is a promise of instantaneous reward. In 1993, Patterson and Newman conducted a test, the purpose of which was to analyze the reaction of psychopaths when they were confronted with instantaneous rewards.The results where puzzling. While the non-psychopathic individuals, conscious that they were losing their money, stopped to play, nine out of ten psychopaths continued to play even though they had lost money on nineteen of the twenty trials. In that case, the immediate reward which was money functioning as a powerful stimulus, constituted the new thrill. Since psychopathic behavior violates the laws at work in society, the view commonly held among people is that, from an early age, environmental factors cause the psychopathic disorder.The characteristics underlying psychopathy are denial of the society’s rules or simply lack of concern for the other fellow men. It can be asserted that, at some point in their life, the maturation of a psychopath’s self has encountered several barriers which, in turn, have resulted in a distorted ego in the young adult. The psychopath is unable to avoid the satisfaction of his primary impulses as well as not feeling the guilt associated with the breaking of a given rule. All these processes were part of the values that, as a young child, the individual has internalized through particular schemes.These schemes referred to as cognitive schemes essentially lie in the emotional responses which are provided by the external world. Through these cognitive clues, an entire world of tenderness an d care provides the baby with identifiable marks necessary to his present and future well being. These cognitive schemes are mediation processes between the individual and the world in the sense that, through them, the child distinguishes the good from the bad. Little by little, he is able to build his consciousness of the surrounding world.But, because either the psychotic child has been stopped from doing so at some point of his life or that, generally, these signs have been distributed in spare quantity, the individual will develop psychopathic tendencies since he lacks the ability to relate himself to the world in a proper way. One quick look at the background of Charles Manson is enough to understand the role played by environmental factors in his rearing and the consequent deviant personality he developed through the years. In the book abnormal behavior on p. 488, it is showed that Manson’s mother â€Å"modeled a life of prostitution, irresponsibility and crime.She probably provided little in the way of cognitive structuring about rules, consequences, or values. † For the young boy there was little left to model his life on. What he became later has been certainly influenced by the poor education he received which, in turn, resulted in a subsequent failure to internalize society’s prohibitions. The biological approach provided the theory of environmental factors as shaping the future personality with a number of interesting clues. Franz Kallman found that a high percentage of children of psychopaths ended up themselves with psychopathic disorders.The main reason was that their parents were indeed institutionalized for psychopathic symptoms and once left alone, these children experienced the deprivation of external warnings consequent to the familial structure’s withdrawal. As a result of this lack of guidance, they ended up psychopaths. Moreover a study focusing on children who spend their early years in institutions where there is less love offered than in a family structure, revealed that they later showed an aggressiv e behavior toward both humans and animals. However, the assertions have to be manipulated cautiously in the sense that if those children later isplayed a criminal behavior though vandalism, truancy and antisocial activities, not all of them ended up psychopath. Seventy to 85 percent of individuals classified as criminals meet the criteria for anti- social personality disorder. By contrast only 15 to 25 percent of convicted criminals meet the criteria for psychopathy. All experiments stated above have shown how the characteristics of psychopathy as a disease are dramatically profound. Generally, the subjects’ clear lack of conscience diminishes dramatically their concrete chances of effective treatment.Nevertheless, science has built its success on an attempt to improve on common limitations, constantly challenging even the most irremediable cases. In that perspective, through the years, several approaches to the treatment of psychopathy have been designed. From a biological point of view, if we assume that psychopathy is a disease which has its physical causes in an abnormal brain activity, that physiological deficiency can be corrected by drug treatment. However, the implications of such treatments have to be considered carefully for whoever is aware of the ethical implications involved by such manipulations.For a long time, psychopaths have been treated with a variety of drugs such as dilantin, sodium, and amphetamine sulfate. Occasional recoveries have been reported. However, the lack of follow-up studies once the subject stopped taking the medications has called into question the overall efficiency of the treatment. Generally, patients do show improvement while taking their medications as prescribed. Moreover, if the drug treatment effectively alleviates the pain, it involves a passive approach to that disease. Indeed, to give a psychopath a pill for lack of real structures adapted to his particular disease represents an â€Å"easy way† to deal with the problem. One illustrative case concerns the use of such drugs treatments in the late 70’s. In that time, assuming that psychopathy was an incurable disease, certain institutions distributed those drugs â€Å"too generously†, which, in turn, led the patients suffering from psychopathic symptoms to experiencing a general apathy. This process raised an ethical question: 1. To what extent should the pain be alleviated? 2. Were these drugs dministered in order to help the patients or simply to put them in a great situation of passivity, making sure they would not hurt anyone? Still, this passivity was believed to be better than the manifestation of psychopathic symptoms in which the patient could have an uncontrollable outburst of rage. However, drug treatment generally tries to stabilize the situation rather than look for dy namic solutions which involve an active participation both of the doctor and of his patient. In any case, the use of mediations has to be manipulated cautiously in order to avoid such excesses.Doctors should use them only when it has been established case per case that the violent behavior is clearly related to a brain dysfunction. From a psycho dynamic perspective, the treatment of psychopathic disorders through psychoanalysis is believed by many to be inadequate. Psychoanalysis tends to analyze the conflicts between the id, the ego and the superego. These internal conflicts are at the basis of the personality. On the contrary, a psychopath doesn’t experience these underlying conflicts. He has become psychopath precisely because he lacked a superego which could have provided him social standards . Whereas most of us are able to sit in an armchair and express our remorse, the psychopath is not likely to expand himself in sorrowful complaints about all the damages he caused to his surroundings. In fact, if his disease is a result of a poor internalization of moral values, he is not able to be lucid and clear about himself. This lack of clarity related to a lack of conscience is one of the reasons why Freud refused to cure a certain category of patients, precisely those who manifested a clear distortion of reality although they were fully aware.Among this category were the schizophrenics but also the psychopaths. Similarly, in Mask of Sanity, Cleckley concluded that psychotherapeutic treatments to treat psychopathy have been disappointing in the sense that they failed to provoke changes to the psychopath’s daily behavior. Therefore, the best approach to the treatment of psychopathy is that which takes into consideration the environmental factors and attacks the problem fro m its basis by providing the child with psychopathic tendencies a secure environment where he can learn to anticipate his negative instincts by developing a positive sense of the self.Some believe that the control of psychopathy lies in institutional programs. From January 1954 to February 1955, a study at the Wiltwyck School In New York was conducted. The institutional program at work in the school emphasized a loving permissive environment which gradually replaced permissiveness by efforts to teach social control and responsibility. As a result, the children developing psychopathic disorders responded positively to the treatment. They showed an increase in the internalization of social standards which allowed them to re- experience feelings of guilt and shame.In conclusion, considering the fact that there is no real treatment which has proven to be effective on a larger scale, it is dangerous to let the psychopaths operate in everyday life by lack of social structures. Hare notes the connection between psychopathy and domestic abuse. Psychopaths are generally intelligent and superficially charming enabling them to exploit others’ weaknesses. In a culture that promotes superficial values, the psychopath will thrive.