I was playing on a console in my parents bedroom on a Formula One racing game at
bedroom on a Formula One racing game at
bedroom on a Formula One racing game at a crucial point in the race when my
a crucial point in the race when my
a crucial point in the race when my father told me to stop stop stop now
father told me to stop stop stop now
father told me to stop stop stop now stop at this crucial point I decided to
stop at this crucial point I decided to
stop at this crucial point I decided to reason with him to explain to him the
reason with him to explain to him the
reason with him to explain to him the significance of where I was in the game
significance of where I was in the game
significance of where I was in the game to explain to him how important it was
to explain to him how important it was
to explain to him how important it was that I could finish what I’d started to
that I could finish what I’d started to
that I could finish what I’d started to explain that pausing the game would risk
explain that pausing the game would risk
explain that pausing the game would risk overheating the console and that would
overheating the console and that would
overheating the console and that would be a danger that wouldn’t be able to get
be a danger that wouldn’t be able to get
be a danger that wouldn’t be able to get back in the zone when I resumed at least
back in the zone when I resumed at least
back in the zone when I resumed at least that’s what I wish I’d done instead I
that’s what I wish I’d done instead I
that’s what I wish I’d done instead I decided to try out a new phrase a phrase
decided to try out a new phrase a phrase
decided to try out a new phrase a phrase I’d heard from some of the older kids at
I’d heard from some of the older kids at
I’d heard from some of the older kids at school some of the cooler kids a
school some of the cooler kids a
school some of the cooler kids a two-word phrase that they expressed my
two-word phrase that they expressed my
two-word phrase that they expressed my dissatisfaction with what it was that he
dissatisfaction with what it was that he
dissatisfaction with what it was that he was suggesting that clearly described
was suggesting that clearly described
was suggesting that clearly described the fact that I did not agree with what
the fact that I did not agree with what
the fact that I did not agree with what he said I didn’t realize I didn’t quite
he said I didn’t realize I didn’t quite
he said I didn’t realize I didn’t quite understand the emotional impact of those
understand the emotional impact of those
understand the emotional impact of those two words that I was about to utter not
two words that I was about to utter not
two words that I was about to utter not until I said them at least
until I said them at least
until I said them at least and then the shouting started something
and then the shouting started something
and then the shouting started something about getting out of the room and going
about getting out of the room and going
about getting out of the room and going to my room immediately something about
to my room immediately something about
to my room immediately something about how I would never use that kind of
how I would never use that kind of
how I would never use that kind of language again perhaps words like
language again perhaps words like
language again perhaps words like grounded were bandied about my father is
grounded were bandied about my father is
grounded were bandied about my father is a calm rational fair reasonable man but
a calm rational fair reasonable man but
a calm rational fair reasonable man but I was terrified it was something about
I was terrified it was something about
I was terrified it was something about his reaction that was so shocking so
his reaction that was so shocking so
his reaction that was so shocking so surprising I learned then that what I
surprising I learned then that what I
surprising I learned then that what I had done was wrong I learned that it was
had done was wrong I learned that it was
had done was wrong I learned that it was not ok and it was not good I like to
not ok and it was not good I like to
not ok and it was not good I like to swear to you I never said the F word to
swear to you I never said the F word to
swear to you I never said the F word to my father again I wonder how you learnt
my father again I wonder how you learnt
my father again I wonder how you learnt it not that word not any words but I
it not that word not any words but I
it not that word not any words but I wonder how
wonder how
wonder how you learnt what was right and what was
you learnt what was right and what was
you learnt what was right and what was wrong I wonder how you came to
wrong I wonder how you came to
wrong I wonder how you came to understand what was good and what was
understand what was good and what was
understand what was good and what was not maybe you can remember moments like
not maybe you can remember moments like
not maybe you can remember moments like that one snapshots in time maybe you got
that one snapshots in time maybe you got
that one snapshots in time maybe you got caught speeding
caught speeding
caught speeding maybe you got told off by a teacher when
maybe you got told off by a teacher when
maybe you got told off by a teacher when you were a student or recently maybe you
you were a student or recently maybe you
you were a student or recently maybe you did something that you deeply regret
did something that you deeply regret
did something that you deeply regret maybe you can’t pick out specific
maybe you can’t pick out specific
maybe you can’t pick out specific moments and actually this stuff doesn’t
moments and actually this stuff doesn’t
moments and actually this stuff doesn’t develop in an instant does it it
develop in an instant does it it
develop in an instant does it it develops over time it is not a
develops over time it is not a
develops over time it is not a collection of snapshots but how do we
collection of snapshots but how do we
collection of snapshots but how do we develop moral reasoning how do we come
develop moral reasoning how do we come
develop moral reasoning how do we come to understand what is right and what is
to understand what is right and what is
to understand what is right and what is wrong
wrong
wrong and what happens if we don’t I have a
and what happens if we don’t I have a
and what happens if we don’t I have a confession to make today I am NOT
confession to make today I am NOT
confession to make today I am NOT primarily an educator I am NOT a teacher
primarily an educator I am NOT a teacher
primarily an educator I am NOT a teacher or a lecturer education is not my
or a lecturer education is not my
or a lecturer education is not my primary vocation I’m a psychiatrist
primary vocation I’m a psychiatrist
primary vocation I’m a psychiatrist that’s right I have one of those jobs
that’s right I have one of those jobs
that’s right I have one of those jobs that makes people look at you a bit
that makes people look at you a bit
that makes people look at you a bit funny but it’s okay don’t worry because
funny but it’s okay don’t worry because
funny but it’s okay don’t worry because I am analyzing you I work in forensic
I am analyzing you I work in forensic
I am analyzing you I work in forensic neurodevelopmental psychiatry which I
neurodevelopmental psychiatry which I
neurodevelopmental psychiatry which I think sounds really exciting I think it
think sounds really exciting I think it
think sounds really exciting I think it sounds like I run around chasing and
sounds like I run around chasing and
sounds like I run around chasing and analyzing criminals and helping to catch
analyzing criminals and helping to catch
analyzing criminals and helping to catch them does anyone remember waking the
them does anyone remember waking the
them does anyone remember waking the dead it was a TV show it’s on Netflix of
dead it was a TV show it’s on Netflix of
dead it was a TV show it’s on Netflix of summer but that’s not what I do
summer but that’s not what I do
summer but that’s not what I do I work in an inpatient secure unit for
I work in an inpatient secure unit for
I work in an inpatient secure unit for people with learning disabilities
people with learning disabilities
people with learning disabilities autistic spectrum conditions or both and
autistic spectrum conditions or both and
autistic spectrum conditions or both and most of our patients have had some
most of our patients have had some
most of our patients have had some involvement with the criminal justice
involvement with the criminal justice
involvement with the criminal justice system many of them are in our care
system many of them are in our care
system many of them are in our care instead of being in prison so I’m
instead of being in prison so I’m
instead of being in prison so I’m fascinated by this question of how we
fascinated by this question of how we
fascinated by this question of how we develop moral reasoning how moral
develop moral reasoning how moral
develop moral reasoning how moral decision-making develops in our lives
decision-making develops in our lives
decision-making develops in our lives because what’s striking is that the
because what’s striking is that the
because what’s striking is that the people that I work with are not bad
people that I work with are not bad
people that I work with are not bad people they are war
people they are war
people they are war friendly fun and yet they have done
friendly fun and yet they have done
friendly fun and yet they have done things that are shockingly wrong in the
things that are shockingly wrong in the
things that are shockingly wrong in the four and a half years that I’ve been
four and a half years that I’ve been
four and a half years that I’ve been working in this area I have worked with
working in this area I have worked with
working in this area I have worked with with people who when you spend time with
with people who when you spend time with
with people who when you spend time with them are absolutely fine but under
them are absolutely fine but under
them are absolutely fine but under stress or pressure have done things that
stress or pressure have done things that
stress or pressure have done things that the rest of society would consider
the rest of society would consider
the rest of society would consider completely unacceptable where does that
completely unacceptable where does that
completely unacceptable where does that come from what happens I’ve also seen
come from what happens I’ve also seen
come from what happens I’ve also seen though that when we intentionally teach
though that when we intentionally teach
though that when we intentionally teach moral reasoning to the people that we
moral reasoning to the people that we
moral reasoning to the people that we work with the effect the impact is
work with the effect the impact is
work with the effect the impact is significant people go from having a pro
significant people go from having a pro
significant people go from having a pro criminal antisocial attitude to having a
criminal antisocial attitude to having a
criminal antisocial attitude to having a pro-social positive view of themselves
pro-social positive view of themselves
pro-social positive view of themselves and the world and I wonder if we’re
and the world and I wonder if we’re
and the world and I wonder if we’re leaving it too late if we wait until
leaving it too late if we wait until
leaving it too late if we wait until people come into forensic services
people come into forensic services
people come into forensic services before we teach them this stuff should
before we teach them this stuff should
before we teach them this stuff should we teach moral reasoning sooner should
we teach moral reasoning sooner should
we teach moral reasoning sooner should we teach it more widely it’s to answer
we teach it more widely it’s to answer
we teach it more widely it’s to answer that question I want to look a little
that question I want to look a little
that question I want to look a little bit where our understanding of morality
bit where our understanding of morality
bit where our understanding of morality comes from there are many models that
comes from there are many models that
comes from there are many models that might help us to do this but probably
might help us to do this but probably
might help us to do this but probably one of the most well-known and most
one of the most well-known and most
one of the most well-known and most established the foundational one for
established the foundational one for
established the foundational one for this whole area was developed by a
this whole area was developed by a
this whole area was developed by a person called Kohlberg who who put out
person called Kohlberg who who put out
person called Kohlberg who who put out six stages of moral development who
six stages of moral development who
six stages of moral development who explained that as we age as we go
explained that as we age as we go
explained that as we age as we go through maturity we go from a moral
through maturity we go from a moral
through maturity we go from a moral understanding that is very much based on
understanding that is very much based on
understanding that is very much based on meeting our own needs to an
meeting our own needs to an
meeting our own needs to an understanding of morality based in the
understanding of morality based in the
understanding of morality based in the social consensus and then one stage
social consensus and then one stage
social consensus and then one stage particularly is significant as we go
particularly is significant as we go
particularly is significant as we go from stage 2 to stage 3 as we go from
from stage 2 to stage 3 as we go from
from stage 2 to stage 3 as we go from stay a stage which is defined by a
stay a stage which is defined by a
stay a stage which is defined by a what’s in it for me approach to a stage
what’s in it for me approach to a stage
what’s in it for me approach to a stage that is more about the golden rule of
that is more about the golden rule of
that is more about the golden rule of treating others as you would want to be
treating others as you would want to be
treating others as you would want to be treated yourself but what’s interesting
treated yourself but what’s interesting
treated yourself but what’s interesting is that progress does not always happen
is that progress does not always happen
is that progress does not always happen and there are many reasons why it may
and there are many reasons why it may
and there are many reasons why it may not occur for for some people it may be
not occur for for some people it may be
not occur for for some people it may be that it doesn’t occur because of an
that it doesn’t occur because of an
that it doesn’t occur because of an intellectual disability or problems with
intellectual disability or problems with
intellectual disability or problems with perspective-taking or a Mis
perspective-taking or a Mis
perspective-taking or a Mis understanding of social cues for others
understanding of social cues for others
understanding of social cues for others it’s because the environment that they
it’s because the environment that they
it’s because the environment that they grow up Hindu not provide the
grow up Hindu not provide the
grow up Hindu not provide the circumstances for ongoing moral
circumstances for ongoing moral
circumstances for ongoing moral development and and the Kohlberg himself
development and and the Kohlberg himself
development and and the Kohlberg himself talked about the fact that the more
talked about the fact that the more
talked about the fact that the more sociable the environment the faster we
sociable the environment the faster we
sociable the environment the faster we develop morally others like John C Gibbs
develop morally others like John C Gibbs
develop morally others like John C Gibbs have talked about the fact that if
have talked about the fact that if
have talked about the fact that if people grow up in a in an environment
people grow up in a in an environment
people grow up in a in an environment where there is neglect or abuse they are
where there is neglect or abuse they are
where there is neglect or abuse they are primed to develop antisocial attitudes
primed to develop antisocial attitudes
primed to develop antisocial attitudes they’re actually the circumstances that
they’re actually the circumstances that
they’re actually the circumstances that we grow up in have a key role in our
we grow up in have a key role in our
we grow up in have a key role in our moral development we’ve seen that in my
moral development we’ve seen that in my
moral development we’ve seen that in my own life how with the nurturing support
own life how with the nurturing support
own life how with the nurturing support of my parents and their gentle guidance
of my parents and their gentle guidance
of my parents and their gentle guidance when I went astray
when I went astray
when I went astray I learned moral reasoning imagine if you
I learned moral reasoning imagine if you
I learned moral reasoning imagine if you don’t have that input actually you
don’t have that input actually you
don’t have that input actually you probably don’t have to imagine it you’ve
probably don’t have to imagine it you’ve
probably don’t have to imagine it you’ve probably seen it you’ve probably seen it
probably seen it you’ve probably seen it
probably seen it you’ve probably seen it in some of your students you’ve probably
in some of your students you’ve probably
in some of your students you’ve probably rubbed shoulders with people who have
rubbed shoulders with people who have
rubbed shoulders with people who have not had that background and that nurture
not had that background and that nurture
not had that background and that nurture and developed I was talking to one of my
and developed I was talking to one of my
and developed I was talking to one of my colleagues recently very recently about
colleagues recently very recently about
colleagues recently very recently about how about one of our patients and about
how about one of our patients and about
how about one of our patients and about how the pattern of abuse and neglect
how the pattern of abuse and neglect
how the pattern of abuse and neglect that he suffered in his early life so
that he suffered in his early life so
that he suffered in his early life so clearly shaped the offending behavior
clearly shaped the offending behavior
clearly shaped the offending behavior that occurred later on so what we’ve
that occurred later on so what we’ve
that occurred later on so what we’ve done where we work is that we run a
done where we work is that we run a
done where we work is that we run a course that intentionally teachers moral
course that intentionally teachers moral
course that intentionally teachers moral reasoning that doesn’t expect people to
reasoning that doesn’t expect people to
reasoning that doesn’t expect people to catch it just by default but by design
catch it just by default but by design
catch it just by default but by design we have a course that helps people to
we have a course that helps people to
we have a course that helps people to catch it and to understand it that
catch it and to understand it that
catch it and to understand it that provides the environment in which they
provides the environment in which they
provides the environment in which they can learn it it’s a course called a quip
can learn it it’s a course called a quip
can learn it it’s a course called a quip that runs in a twelve reprogramme four
that runs in a twelve reprogramme four
that runs in a twelve reprogramme four days a week for about an hour a day and
days a week for about an hour a day and
days a week for about an hour a day and it covers things like social skills like
it covers things like social skills like
it covers things like social skills like moral judgment anger management all in
moral judgment anger management all in
moral judgment anger management all in the context of mutual support and
the context of mutual support and
the context of mutual support and encouragement that addresses some of the
encouragement that addresses some of the
encouragement that addresses some of the key key problems that lead to antisocial
key key problems that lead to antisocial
key key problems that lead to antisocial behavior it covers things like thinking
behavior it covers things like thinking
behavior it covers things like thinking errors mistakes in the way that we
errors mistakes in the way that we
errors mistakes in the way that we perceive ourselves or the world things
perceive ourselves or the world things
perceive ourselves or the world things like thinking the worst which is when we
like thinking the worst which is when we
like thinking the worst which is when we assume the worst possible outcome of
assume the worst possible outcome of
assume the worst possible outcome of people or situations or blaming others
people or situations or blaming others
people or situations or blaming others which is when we ascribe our negative
which is when we ascribe our negative
which is when we ascribe our negative attitudes of them as things that we do
attitudes of them as things that we do
attitudes of them as things that we do and we
and we
and we say that they are someone else’s
say that they are someone else’s
say that they are someone else’s responsibility or they are someone
responsibility or they are someone
responsibility or they are someone else’s fault it also teaches things like
else’s fault it also teaches things like
else’s fault it also teaches things like coping skills about the way to deal with
coping skills about the way to deal with
coping skills about the way to deal with stressful situations about not becoming
stressful situations about not becoming
stressful situations about not becoming the clown in the ring then there is a
the clown in the ring then there is a
the clown in the ring then there is a picture here of someone taunting us like
picture here of someone taunting us like
picture here of someone taunting us like a clown in a ring and we have a decision
a clown in a ring and we have a decision
a clown in a ring and we have a decision as to whether we step into the ring with
as to whether we step into the ring with
as to whether we step into the ring with them and become a clown ourselves or cut
them and become a clown ourselves or cut
them and become a clown ourselves or cut the strings and step away because you
the strings and step away because you
the strings and step away because you can hear there is a common language that
can hear there is a common language that
can hear there is a common language that develops a language that endures through
develops a language that endures through
develops a language that endures through people’s progress and I’ve seen the
people’s progress and I’ve seen the
people’s progress and I’ve seen the impact as we’ve taught this I’ve seen
impact as we’ve taught this I’ve seen
impact as we’ve taught this I’ve seen what happens as people have taken these
what happens as people have taken these
what happens as people have taken these principals on board how they have moved
principals on board how they have moved
principals on board how they have moved very quickly from the disordered
very quickly from the disordered
very quickly from the disordered environment in our admissions wards on
environment in our admissions wards on
environment in our admissions wards on into a rehab context and out into the
into a rehab context and out into the
into a rehab context and out into the community I’ve seen how the lights of
community I’ve seen how the lights of
community I’ve seen how the lights of come on as people have discovered a
come on as people have discovered a
come on as people have discovered a different way of living I’ve seen people
different way of living I’ve seen people
different way of living I’ve seen people for whom even in even in the midst of a
for whom even in even in the midst of a
for whom even in even in the midst of a very severe relapse of their mental
very severe relapse of their mental
very severe relapse of their mental illness have held on to these principles
illness have held on to these principles
illness have held on to these principles I’ve seen how they have prevented much
I’ve seen how they have prevented much
I’ve seen how they have prevented much harm in people’s lives but I wonder I
harm in people’s lives but I wonder I
harm in people’s lives but I wonder I wonder about our approach if we only
wonder about our approach if we only
wonder about our approach if we only teach it in forensic services I wonder
teach it in forensic services I wonder
teach it in forensic services I wonder if we’re missing the boat I wonder what
if we’re missing the boat I wonder what
if we’re missing the boat I wonder what would happen if we taught it earlier
would happen if we taught it earlier
would happen if we taught it earlier because what we do is reactive it is
because what we do is reactive it is
because what we do is reactive it is treatment could we take a prophylactic
treatment could we take a prophylactic
treatment could we take a prophylactic approach could we be proactive could we
approach could we be proactive could we
approach could we be proactive could we teach this stuff in schools or
teach this stuff in schools or
teach this stuff in schools or everywhere else could we make it so that
everywhere else could we make it so that
everywhere else could we make it so that a child regardless of their upbringing
a child regardless of their upbringing
a child regardless of their upbringing regardless of whether they’re in an
regardless of whether they’re in an
regardless of whether they’re in an environment where they but they they
environment where they but they they
environment where they but they they catch this stuff will experience it for
catch this stuff will experience it for
catch this stuff will experience it for certain but if it isn’t at home that
certain but if it isn’t at home that
certain but if it isn’t at home that they will experience it at school can we
they will experience it at school can we
they will experience it at school can we help those who have who have missed out
help those who have who have missed out
help those who have who have missed out to catch up can we intentionally teach
to catch up can we intentionally teach
to catch up can we intentionally teach it not just to say that I’ll well the
it not just to say that I’ll well the
it not just to say that I’ll well the environment of our school is such that
environment of our school is such that
environment of our school is such that they are going to pick up on it because
they are going to pick up on it because
they are going to pick up on it because if they’re already heading in an
if they’re already heading in an
if they’re already heading in an anti-social direction they’re not going
anti-social direction they’re not going
anti-social direction they’re not going to engage with the environment of the
to engage with the environment of the
to engage with the environment of the school what if we taught this stuff by
school what if we taught this stuff by
school what if we taught this stuff by design what if we taught it by intention
design what if we taught it by intention
design what if we taught it by intention what if we found a way to teach
what if we found a way to teach
what if we found a way to teach a different way of living a different
a different way of living a different
a different way of living a different way of thinking a different way to view
way of thinking a different way to view
way of thinking a different way to view the world now I’m not naive I know that
the world now I’m not naive I know that
the world now I’m not naive I know that we’ve heard about a lot of ideas today
we’ve heard about a lot of ideas today
we’ve heard about a lot of ideas today hundreds of ideas
hundreds of ideas
hundreds of ideas hundreds of brilliant ideas and many of
hundreds of brilliant ideas and many of
hundreds of brilliant ideas and many of them are going to be much easier to
them are going to be much easier to
them are going to be much easier to implement than this but the impact if we
implement than this but the impact if we
implement than this but the impact if we could do it would be so significant how
could do it would be so significant how
could do it would be so significant how could it be possible in your context is
could it be possible in your context is
could it be possible in your context is there a way that you could teach moral
there a way that you could teach moral
there a way that you could teach moral reasoning in your school or your
reasoning in your school or your
reasoning in your school or your organization maybe it’s something that
organization maybe it’s something that
organization maybe it’s something that can happen in form time maybe it could
can happen in form time maybe it could
can happen in form time maybe it could be a set block maybe you could just take
be a set block maybe you could just take
be a set block maybe you could just take some of the difficult disengaged
some of the difficult disengaged
some of the difficult disengaged students and run a program like the one
students and run a program like the one
students and run a program like the one we use with them maybe you want to try
we use with them maybe you want to try
we use with them maybe you want to try it out with your staff team maybe there
it out with your staff team maybe there
it out with your staff team maybe there are as an organization that you work in
are as an organization that you work in
are as an organization that you work in that’s not in mainstream education but
that’s not in mainstream education but
that’s not in mainstream education but where you could help people to move
where you could help people to move
where you could help people to move forward in this area I know that it
forward in this area I know that it
forward in this area I know that it would take a lot of energy and effort I
would take a lot of energy and effort I
would take a lot of energy and effort I know that it would like a lot of thought
know that it would like a lot of thought
know that it would like a lot of thought I know that exams are looming and we’ve
I know that exams are looming and we’ve
I know that exams are looming and we’ve heard this afternoon about all the
heard this afternoon about all the
heard this afternoon about all the different boxes that need to be ticked
different boxes that need to be ticked
different boxes that need to be ticked but it strikes me that if we could do
but it strikes me that if we could do
but it strikes me that if we could do this along with teaching certain
this along with teaching certain
this along with teaching certain subjects that moral reasoning would set
subjects that moral reasoning would set
subjects that moral reasoning would set each and every one of our students up to
each and every one of our students up to
each and every one of our students up to win in life if we could teach moral
win in life if we could teach moral
win in life if we could teach moral reasoning by design not by default if we
reasoning by design not by default if we
reasoning by design not by default if we no longer left it to chance and
no longer left it to chance and
no longer left it to chance and circumstance whether or not kids picked
circumstance whether or not kids picked
circumstance whether or not kids picked up this stuff what difference could we
up this stuff what difference could we
up this stuff what difference could we make in our world
make in our world
make in our world I believe that moral reasoning is too
I believe that moral reasoning is too
I believe that moral reasoning is too important to be left to chance and
important to be left to chance and
important to be left to chance and circumstance I’ve seen the worst case
circumstance I’ve seen the worst case
circumstance I’ve seen the worst case scenarios of the times when it goes
scenarios of the times when it goes
scenarios of the times when it goes wrong and I believe that if we could
wrong and I believe that if we could
wrong and I believe that if we could find a way to intentionally teach this
find a way to intentionally teach this
find a way to intentionally teach this stuff in our context we would see
stuff in our context we would see
stuff in our context we would see happier students more successful schools
happier students more successful schools
happier students more successful schools a safer society and best case scenario
a safer society and best case scenario
a safer society and best case scenario we can make our world
we can make our world
we can make our world a better place thanks very much
a better place thanks very much
a better place thanks very much [Applause]
[Applause]
[Applause] [Music]
”
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