Webb Therapy Uncategorized Clinical and Psychiatric Understanding of Religious Extremism and Violence

Clinical and Psychiatric Understanding of Religious Extremism and Violence

Purpose

This report summarises how clinical psychology and psychiatry generally understand people who believe that killing others is justified, necessary or required because of a religious or ideological cause. It uses plain language where possible and distinguishes extreme beliefs from mental illness.

Believe it or not – Key finding

A belief that killing people is justified by religion does not, by itself, mean that a person is mentally ill.

This is an important distinction. Contemporary psychiatric literature indicates that members of terrorist or extremist groups do not generally have higher rates of mental illness than the general population. Mental illness appears to be more common among some lone-actor extremists, but it still cannot be assumed to be the explanation for their behaviour.

In other words, someone can be psychologically capable of understanding what they are doing, planning it deliberately and believing that it is morally right, while not suffering from a psychiatric disorder.

1. Extreme religious belief is not necessarily psychosis

Psychosis involves a significant loss of contact with reality, such as hallucinations or fixed false beliefs that are not reasonably explained by the person’s cultural or religious background.

For example:

  • Extreme ideology: “My religion teaches that these people are enemies of God, so killing them is justified.”
  • Possible psychosis: “God is personally speaking to me through my television and has instructed me to kill my neighbour because he is secretly a demon.”

The first statement may represent an extreme ideological or religious belief. The second could indicate a psychiatric disorder, particularly if it occurs alongside other symptoms of psychosis.

A psychiatrist would therefore ask much more than “Does this person have strange beliefs?” They would examine whether the person has lost the ability to distinguish their beliefs from reality and whether there are other symptoms of mental illness. Distinguishing extremist beliefs from symptoms of mental disorder is recognised as an important difficulty in psychiatric assessment.

2. How can an otherwise ordinary person come to accept killing?

Psychology provides several explanations that do not require mental illness.

One is moral disengagement. This is where a person changes the way they think about an action so that something normally considered wrong becomes acceptable.

An ordinary example would be a soldier being trained to think of an enemy as a threat rather than as an individual person with a family and a life.

In extremist thinking, this can become much more extreme:

“They are not innocent people. They are enemies of God.”

Once someone has been placed into an “enemy” category, killing them can become psychologically easier to justify.

3. The importance of an “us versus them” mentality

Extremist movements often create a very strong distinction between “us” and “them”.

The person may increasingly see:

  • their own group as good, pure or righteous;
  • outsiders as corrupt, dangerous or evil;
  • disagreement as evidence of hostility; and
  • violence as self-defence or moral duty.

This is something ordinary people can recognise in less extreme forms.

For example, football rivalry can involve “us versus them”, but most people retain the understanding that the opposing team’s supporters are still ordinary human beings.

Extremism can take the same psychological distinction to an entirely different level, where the opposing group is no longer regarded as deserving the same moral consideration.

4. Religion can provide a powerful justification

Religious belief can become particularly powerful when something is regarded as a sacred or absolute value.

If a person believes:

“This is God’s command”,

then ordinary moral reasoning can change.

Instead of asking:

“Is killing this person morally acceptable?”

the person may ask:

“How could I disobey God?”

This can produce a situation where the individual genuinely believes they are doing something morally good, despite the fact that an outside observer sees the behaviour as horrific.

That does not make the behaviour acceptable, nor does it make the belief reasonable. It helps explain how the person can psychologically reconcile their actions with their own sense of morality.

5. Believing something and acting on it are different

Clinical assessment is particularly interested in the difference between extreme beliefs and a pathway towards violence.

A person might say:

“I believe people who oppose my religion are evil.”

That is concerning, but it is different from:

“I have decided to kill someone.”

And that is different again from:

“I have chosen a target, obtained the means to do it and have started preparing.”

Psychiatric risk assessment therefore looks for behavioural evidence of movement towards violence, rather than simply diagnosing someone based on their political or religious beliefs. Contemporary forensic psychiatry specifically emphasises identifying warning behaviours and distinguishing extremist beliefs from an actual pathway towards violence.

6. Mental illness can nevertheless be involved

Some people who commit extremist violence do have mental disorders.

For example, a person could have:

  • schizophrenia or another psychotic disorder;
  • severe depression;
  • a personality disorder;
  • substance-use problems;
  • significant paranoia;
  • or another condition affecting their judgement or behaviour.

However, clinicians should not automatically assume that the mental illness caused the extremism.

The relationship may instead look something like:

Personal grievance + extremist ideology + social reinforcement + psychological vulnerabilities + opportunity + willingness to use violence

rather than simply:

mental illness → terrorism.

Research specifically cautions against looking for a single cause or single psychological profile for radicalisation.

7. The most important clinical distinction

From a clinical perspective, there is a major difference between:

“This person believes something that I consider bizarre, frightening or morally repugnant.”

and

“This person has a psychiatric disorder that is causing them to lose contact with reality.”

Those are not the same thing.

A person can be completely sincere, highly intelligent, psychologically organised and fully aware of their actions, while holding an extraordinarily dangerous ideology.

That is one reason psychiatry does not regard terrorism or religious extremism as a diagnosis in itself.

Conclusion

Clinical psychology and psychiatry would generally view religiously motivated killing as a complex interaction between ideology, psychology, social influences and individual circumstances, rather than automatically as evidence of insanity.

The crucial question is not simply:

“Are their beliefs extreme?”

It is:

“What is driving those beliefs, how firmly are they held, is the person able to distinguish belief from reality, and have they moved from believing violence is justified to actually intending, preparing or attempting to carry it out?”

That distinction is important because a mentally ill person is not necessarily dangerous, and a person who is not mentally ill can nevertheless become extremely dangerous. Contemporary psychiatric literature explicitly warns against confusing mental disorder with extremist ideology and instead emphasises assessing the person’s actual pathway towards violence.

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Trauma: Emotional and Psychological WoundsTrauma: Emotional and Psychological Wounds

The word ‘trauma’ originates from the Greek word ‘wound”, which at the time, was primarily used to refer to physical injuries. Today, trauma is also frequently used to refer to “emotional wounds” that can cause psychological symptoms any time after the traumatic event has occurred, including years later. Emotional and psychological trauma can be lifelong.

The word ‘trauma’ has been popularised, and is arguably used carelessly or inaccurately, to indicate almost any kind of unpleasant experience or stressor by an individual (Haslam, 2016). A stressful life experience is more commonly being labelled as trauma or a traumatic experience. While both stress and trauma can impact our wellbeing, we must differentiate the two for diagnostic and treatment purposes within the mental health field.

Emotional and psychological trauma is associated with significant unexpected incidents that are, or perceived as, threatening to a person. The most recognised examples of traumatic events include unexpected natural disasters, a serious car accident, war, rape, bullying/intimidation, or losing a loved one. Traumatic experiences are often described as overwhelm the nervous system and experienced as deeply distressing events, and adverse short or long-term impacts are commonly experienced. It is also worth noting that some people may not recognise they have experience trauma. I once heard a story of a boy in high school who accidently severed a major artery of his peer with a school prop while joking around. His peer was taken to hospital and survived, but ears later he began having night terrors of the incident.

The following is a definition from the Substance Abuse and Mental Health Services Administration (SAMHSA) in the United States: “Individual trauma results from an event, a series of events or a set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being.” (SAMHSA, 2014a, p. 7)

“Traumas can affect individuals, families, groups, communities, specific cultures, and generations. It generally overwhelms an individual’s or community’s resources to cope, and it often ignites the “fight, flight, or freeze” reaction at the time of the event(s). It frequently produces a sense of fear, vulnerability, and helplessness.” (SAMHSA, 2014b, p. 7)

The determinants of acquiring post-traumatic symptoms are influenced by how individuals interpret their circumstance(s), their developmental stage, cultural beliefs, availability of resources and support, and the physical and psychological disruptions they experienced (SAMHSA, 2014b). I have heard the word ‘trauma’ used to describe neglect and abuse during childhood. It’s important to note that while some caregivers may have neglected the emotional and psychological needs of a child, or used ‘smacking’ (positive punishment) to discipline children, not all individuals will develop symptoms that meet the current criteria by the Diagnostic and Statistical Manual (DMS) for Trauma. It is fair to say that all people have likely experienced life stressors that have conditioned them to think, behave, and react emotionally in specific or general social contexts, and will effect their quality of life and health.

As a rule of thumb, for trauma to be classified as a clinical psychological or emotional condition, I consider the 4 D’s: is there post-traumatic symptoms of DISTRESS, DYSFUNCTION in daily living, DANGER (to self or others), or DEVIANT behaviour. I think the word ‘deviant’ has prejudicial connotations so to clarify, it means departing from usual or accepted standards, especially in social or sexual behaviour.

Thank you for reading. Of course, there’s plenty more to say on the topic of emotional and psychological trauma, especially how cultures differentiate it from more commonly experienced yet individually meaningful life stressors. Stress that doesn’t fit the clinical criteria of ‘trauma’ is still valid and can be detrimental to our health. It can be helpful to seek psychological or psychiatric treatment, or spiritual alternatives to traditional Western health care.

References:

  1. Haslam, N. (2016, August 15). The problem with describing every misfortune as ‘trauma’. Chicago Tribute. From website.
  2. Substance Abuse and Mental Health Services Administration (SAMHSA, 2014a). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Substance Abuse and Mental Health Services Administration. From website.
  3. Substance Abuse and Mental Health Services Administration. (2014b).  A treatment improvement protocol: Trauma-informed care in behavioral health services TIP 57. From website.

Predicting behaviour: Social Psychological Models of BehaviourPredicting behaviour: Social Psychological Models of Behaviour

Social psychological models of behaviour attempt to explain why individuals act the way they do in various social contexts. These models integrate individual, interpersonal, and societal factors to provide insights into behaviour. Here’s an overview of some key models:

1. Theory of Planned Behaviour (TPB) proposes that behaviour is influenced by:

– Attitudes toward the behaviour

– Subjective norms (perceptions of others’ approval)

– Perceived behavioural control (i.e., confidence in one’s ability to perform the behaviour [self-efficacy])

2. Social Cognitive Theory (SCT) suggests that behaviour is the result of:

– Reciprocal interaction between personal factors (beliefs, attitudes), environmental factors (social norms), and behaviour itself

– Concepts like self-efficacy (belief in one’s ability) play a major role.

3. Health Belief Model (HBM), designed to predict health-related behaviours. Behaviour is driven by factors such as perceived:

– Susceptibility (risk of harm)

– Severity (consequences of harm)

– Benefits (advantages of action)

– Barriers (obstacles to action)

4. Cognitive Dissonance Theory explains how people strive for consistency between their beliefs, attitudes, and behaviours. When inconsistency arises, they feel dissonance (mental discomfort) and are motivated to reduce it by changing their attitudes or actions.

5. Social Identity Theory examines how individuals define themselves within social groups. Behaviour is influenced by group membership, including in-group favouritism and out-group bias.

6. Attribution Theory focuses on how people explain their own and others’ behaviours. Explains behaviour as being attributed either to internal (dispositional) or external (situational) factors. For example, it is common for people to attribute negative outcomes in their life to external factors rather than internal factors.

7. Elaboration Likelihood Model (ELM) explains how people process persuasive messages and what determines whether those messages will change attitudes or behaviour. It’s often applied in areas like marketing, communication, and public health campaigns. The ELM identifies two primary routes through which persuasion can occur:

– Central Route; this route involves deep, thoughtful consideration of the content and logic of a message. People are more likely to take the central route when they are motivated to process the message (e.g., the topic is personally relevant or important to them) and they can understand and evaluate the arguments (e.g., they aren’t distracted, and they have enough knowledge about the subject). Persuasion through the central route tends to result in long-lasting attitude change that is resistant to counterarguments. Example: A person researching the pros and cons of electric cars before deciding to buy one.

– Peripheral Route, which relies on superficial cues or heuristics (mental shortcuts) rather than the message’s content. People are more likely to take the peripheral route when they are not highly motivated or lack the ability to process the message deeply, and when they focus on external factors like the attractiveness or credibility of the speaker, emotional appeals, or catchy slogans. Persuasion through this route tends to result in temporary attitude change that is less resistant to counterarguments. Example: A person choosing a product because their favourite celebrity endorsed it.

8. Self-Determination Theory (SDT) emphasizes intrinsic and extrinsic motivation. It emphasizes the role of intrinsic motivation—doing something for its inherent satisfaction—over extrinsic motivation, which is driven by external rewards or pressures. It suggests that behaviour is influenced by the need for:

– Autonomy (control over one’s actions); When people perceive they have a choice and are acting in alignment with their values, their motivation and satisfaction increase.

– Competence; Refers to the need to feel effective, capable, and successful in achieving desired outcomes. People are motivated when tasks challenge them at an appropriate level and provide opportunities for growth and mastery. Example: A gamer progressing through increasingly difficult levels, gaining skills and confidence along the way.

– Relatedness; Refers to the need to feel connected to others and experience a sense of belonging. Supportive relationships and positive social interactions enhance motivation and well-being. Example: Employees feeling a bond with their colleagues in a collaborative work environment.

9. Social Learning Theory proposes that behaviour is learned through observation and imitation. Role models and reinforcement play a key role in shaping actions.

10. Transtheoretical Model (Stages of Change) explains behaviour change as a process occurring in stages: precontemplation, contemplation (ambivalence), preparation, action, and maintenance

These models provide frameworks to understand behaviours in contexts like health, decision-making, group dynamics, and social influence.