Tag: Psychology

The Incompetency Paradox

Yesterday I was thinking about gender biases and sexism, and noticed that even though there are laws enforcing male-female equality and people are being taught not to be sexist,  there is still a big number imbalance in terms of careers. Even now, fewer women than men reach powerful careers, and those that do continue to be paid less. This led me to wondering if there is an explanation that doesn’t rely on believing everything is sexist- obviously for me, that went straight to thinking of psychological reasons. And I think I might have found one based on a combination of psychological effects.

First is the Dunning-Kruger effect, the idea that people who are incompetent (in this context, unskilled at their job) will have unconscious biases in their thought patterns in three different ways;
1) They will over-estimate their own level of skill
2) They will under-estimate or ignore other people’s skill
3) They won’t recognise when they are incompetent.

Continue reading

Psychiatry, Burnout, and Dictatorship, Pt.1

This is a two part blog, as I somehow managed to think of two only partially connected things at the same time, which came from spending most of last week finishing a century- and discipline-spanning essay. During my research last week I found two realisations/theories, the first of which is being written about today. This is about how I underestimated late 19th/early 20th century psychiatrists and owe them an apology, and also how their experience could be linked to why political leaders become dictators.

Some background for this story; the report was on the history of psychiatry, and how it had pretty much broken by the end of the 19th century. So many people were being put in asylums that psychiatrists couldn’t treat them in the humane ways they had planned to and ended up being just as cruel as they had been 100 years earlier.

Before this week, this had always been really confusing; while I could understand that the level of care dropped because of overcrowding, I couldn’t understand how the psychiatrists could change their hearts so quickly. It made no sense that psychiatrists could finally gain compassion for their patients and for the first time believed they could be healed, only to quickly return to seeing them as animals, detached from all of their dignity and respect. When I first heard about this my reaction was, to be honest, kind of hatred for them for being able to turn their backs on their patients and ignore their humanity, especially after they had already known it.

It was only after thinking about it a bit more that I realised things weren’t that simple- the collapse of humane treatments was not just a setback, it crushed the hopes and ideals of a generation of humanist psychiatrists who were trying to convince everyone that the mentally ill still had souls. It isn’t difficult to imagine the psychological effects of having such an idealistic and strived-for goal crushed in that way; made even worse because its downfall was created by its previous success, meaning the humanists would never be able to achieve what they had aimed in their lifetimes.

Based on this, it is also not difficult to see the impact this would have on the individual humanists; my theory is that in today’s terms they would probably have developed a form of psychological burnout known as compassion fatigue. Some of the results of this are hopelessness, negativity, and eventually cynicism towards people’s suffering- which matches the neglect and lack of care shown to patients, and the cynical, nihilistic attitude towards trying to cure their illnesses. The leading view after humanist methods collapsed was known as “theraputic nihilsm”, basically the belief that mental illness could not be cured and people couldn’t be changed, which is more support.

An extension of this theory could explain a proportion of one of the most difficult to understand groups of people in society- dictators, e.g. those who take sole control over a country in an attempt to improve it, but end up lowering their populations quality of life, even to the point of committing atrocities. Said theory and extension will be written about in pt.2

Is the human mind the strangest thing in the universe?

Philosophers and scientists have both said for a very long time that the mind is a confusing thing. I think a good place to start which agrees with this is Emerson M Pugh’s quote:

“If the human brain was simple enough for us to understand, we would be too simple to understand it” .

This brings to mind Zeno’s paradox about Achilles and the Tortoise, with the brain as the Tortoise and human understanding as Achilles, developing as fast as it can only to arrive at a great understanding and realise the tortoise was already there.

Continue reading

Where to start?

Trying to decide what to blog about is more difficult than I thought… I’m one of those people who is interested in pretty much everything in some way, so there will be a lot of genre-hopping throughout this blog.

The first topic of conversation, seeing as I’m a student, will be exams- which is quite fitting considering the time I’m spending writing this blog is procrastinating from A-level revision.

At the moment the news is full of contradictory stories about exams, especially GCSEs; on one hand, thousands of students are failing to achieve satisfactory results in the “traditional” subjects (I’ll come back to that at another time), but on the other hand, people are scoring handfuls of A and A* grades. This seems counter-intuitive, more so because both scenarios are happening at the same time, in the same schools.

It also creates problems for pupils, as they are surrounded by media reports, parents and teachers saying how easy their exams are. This isn’t beneficial for any student; those who did badly will be even more demoralised by education, leading to them being less willing or able to continue to higher education. For students who did well, any sense of success they had at scoring 80/90%+ will be instantly devalued. This puts students into a no-win situation.

For students who are willing or able to go on to A-levels, a similar situation will arise. August 2010’s A-level results showed a 97.6% pass rate, increasing for the 28th year in a row. While this figure does attract criticism, surely a high pass rate is what should be happening?

The logical progression should be:
i) student who performs averagely or well at GCSE decides they want/need to do A-levels
ii) students chooses their subjects and college or sixth form
iii) government trains teachers to be able to teach that subject to interested students
iv) teachers pass knowledge on to students, so they can perform well in the exams
v) students pass exams, with a good knowledge of their subjects
vi) students use that knowledge and their qualifications to go into further study or work, contribute to the economy, everybody wins.

This means the high rate of passes is logically coming from students being more motivated than they were at GCSE, along with good teachers, well-designed exams, and less subjects than at GCSE. If this is the case, why is it a problem?

If this isn’t the case, it means something has gone wrong, and I don’t think students deserve to have their success made meaningless by how the government and teaching boards have designed and implemented their exams.