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Looking back, look forwards
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This presentation was given by Ross Duffin at the AFAO HIV Educators Conference 2010.
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art & science sexual health Using peer education projects to prevent HIV/AIDS in young people Campbell S (2005) Using peer education projects to prevent HIV/AIDS in young people. Nursing Standard. 20,10, 50-55. Date of acceptance: December 6 2004. SummarY This article discusses the use of peer education to reduce sexually transmitted infections, including human immunodeficiency virus/acquired immunodeficiency syndrome, in young people. I t describes experiences gained from a peer education project for young people in Uganda, Author Sue Campbell is a freelance writer in Kampala, Uganda, Email: Masc(@)utlonline.co,ug AIDS; Health education; Peer education These keywords are based on the subject headings from the British Nursing Index, This article has been subject to double-blind review. For related articles and author guidelines visit our online archive at www.nursing-standard.co.uk and search using the keywords. MORE THAN half of people newly infected with the human immunodeficiency virus (HIV) worldwide are aged 15-24 years (United Nations Children's Fund (UNICEF) etal 2002). Empowering young people with the basic human right of reproductive choice is, therefore, critically important. Over the past decade there has been a growing interest in involving young people as peer educators in health education in the UK, particularly in the area of sexual health (Health Education Board for Scotland (HEBS) 2003), Peer education approaches offer the possibility of changing behaviour and increasing knowledge to prevent HIV, This article explains what a peer education approach is and gives guidance on how to develop a project focused on young people. Although the author's experience of developing peer education projects in Uganda for HIV prevention is discussed, some of the principles can be transferred to working with young people in the UK, Young people are at the centre of the global HIV and acquired immunodeficiency syndrome (AIDS) pandemic. They are also a key human resource for the future wellbeing of communities. Each day nearly 6,000 young people aged from 5 0 november 16 :: vol 20 no 10 :: 2005 15-24 years become infected with HIV (UNICEF etal2002). Educating young people about HIV, and teaching them skills in negotiation, conflict resolution, critical thinking, decision-making and communication improve their self-confidence and ability to make informed choices, for example, postponing sex until they are mature enough to protect themselves from HIV, other sexually transmitted infections (STIs) and unwanted pregnancies (UNICEF ef a/2002). In 2003, an estimated 4,1 per cent of adults in Uganda and 0,2 per cent in the UK were living with HIV/AIDS (Joint United Nations Programme on HIV/AIDS (UNAIDS) 1999, UNAIDSAJNICEFAVorld Health Organization (WHO) 2004), Factors that encourage the spread of HIV/AIDS among young people in Uganda include (Government of Uganda 1999): • Sociocultural issues, including attitudes among peer groups about ea.
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This presentation on AFAO's Health Promotion Discussion Paper on treatment as prevention was given by Sean Slavin, AFAO Health Promotion Program, at the AFAO Members Forum - May 2015.
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art & science sexual health Using peer education projects to prevent HIV/AIDS in young people Campbell S (2005) Using peer education projects to prevent HIV/AIDS in young people. Nursing Standard. 20,10, 50-55. Date of acceptance: December 6 2004. SummarY This article discusses the use of peer education to reduce sexually transmitted infections, including human immunodeficiency virus/acquired immunodeficiency syndrome, in young people. I t describes experiences gained from a peer education project for young people in Uganda, Author Sue Campbell is a freelance writer in Kampala, Uganda, Email: Masc(@)utlonline.co,ug AIDS; Health education; Peer education These keywords are based on the subject headings from the British Nursing Index, This article has been subject to double-blind review. For related articles and author guidelines visit our online archive at www.nursing-standard.co.uk and search using the keywords. MORE THAN half of people newly infected with the human immunodeficiency virus (HIV) worldwide are aged 15-24 years (United Nations Children's Fund (UNICEF) etal 2002). Empowering young people with the basic human right of reproductive choice is, therefore, critically important. Over the past decade there has been a growing interest in involving young people as peer educators in health education in the UK, particularly in the area of sexual health (Health Education Board for Scotland (HEBS) 2003), Peer education approaches offer the possibility of changing behaviour and increasing knowledge to prevent HIV, This article explains what a peer education approach is and gives guidance on how to develop a project focused on young people. Although the author's experience of developing peer education projects in Uganda for HIV prevention is discussed, some of the principles can be transferred to working with young people in the UK, Young people are at the centre of the global HIV and acquired immunodeficiency syndrome (AIDS) pandemic. They are also a key human resource for the future wellbeing of communities. Each day nearly 6,000 young people aged from 5 0 november 16 :: vol 20 no 10 :: 2005 15-24 years become infected with HIV (UNICEF etal2002). Educating young people about HIV, and teaching them skills in negotiation, conflict resolution, critical thinking, decision-making and communication improve their self-confidence and ability to make informed choices, for example, postponing sex until they are mature enough to protect themselves from HIV, other sexually transmitted infections (STIs) and unwanted pregnancies (UNICEF ef a/2002). In 2003, an estimated 4,1 per cent of adults in Uganda and 0,2 per cent in the UK were living with HIV/AIDS (Joint United Nations Programme on HIV/AIDS (UNAIDS) 1999, UNAIDSAJNICEFAVorld Health Organization (WHO) 2004), Factors that encourage the spread of HIV/AIDS among young people in Uganda include (Government of Uganda 1999): • Sociocultural issues, including attitudes among peer groups about ea.
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Literature Evaluation Table Student Name: Summary of Clinical Issue (200-250 words): The number of HIV- positive adults has become an increasing the issue due to the increasing the number of patients. According to the UNICEF,1.8 million adolescents are living with HIV worldwide, and more 1.5 million number of cases lives in Africa. More Analysis of this number revealed HIV-positive adolescents girls accounted for two-thirds of new adolescents’ infection. Young adults between the age of 15-19 made up 16% of new adult infections worldwide.in Africa, adolescents’ girls are the most prone adolescents to be infected with the virus.as compared to boys, adolescent girls were twice as likely to get HIV. Th main mode of infection among adolescents is unprotected sex.in Africa,85% of all new infection were as a result of having unprotected sex.Adolescents don’t use contraception they don’t have enough knowledge about the sex how to do healthy sex and protect their self from the infection due how people going to judge them and specially in Africa because people still follow the other culture you should not have sex in certain age because they follow the strict the culture preference. The financial and technological status of the countries specially in the poor and Asian courtiers is responsible for the HIV in the adolescents. The lack of the proper technology in the health care institution is responsible for the making gap between the planning, treatment, and distribution of antiviral drugs difficult.in Africa there is lack of the budget due to the poor management purchase and distribution of the antiretroviral drugs leaving HIV positive adolescents to the drugs themselves. Also, the poor living standards of low income of adults lead them to resort using sex for the daily earning. The poor financial conditions of most regions in Africa need to be addressed to cater to medical gaps and to enhance the provision of antiretroviral drug among infected youth. This paper analysis six articles to find out the HIV perception, social support and protection, and medical gaps which exists in adolescents over the last decade. PICOT Question: How do adolescents diagnosed with HIV perceive social support, promotion, and medical gaps during the decade? Criteria Article 1 Article 2 Article 3 APA-Formatted Article Citation with Permalink Okawa, S., Mwanza-Kabaghe, S., Mwiya, M., Kikuchi, K., Jimba, M., Kankasa, C., & Ishikawa, N. (2017). Adolescents’ experiences and their suggestions for HIV serostatus Disclosure in Zambia: a Mixed-Methods study. Frontiers in public health, 5, 326 Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5736526/ Bloch, S., (2018). HIV in Ukraine: An Everlasting Epidemic? Assessment of knowledge, behaviour change, tolerance towards people living with HIV, and accessibility of healthcare services for HIV among adolescent girls and young women in Ukraine. Retrieved from https://academic.oup.com/her/article/14/4/473/693716 .
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Jails and Prisons Looking inside total institutions Definition of total institution Canadian Erving Goffman coined this term He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11). "Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17). Glimpses inside the total institution It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125 Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE Why is working in prisons important for social workers? Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002) The CJ system is fragmented Over 50,000 different agencies responsible Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004) Most people are imprisoned for non-violent crimes Remember that Race, Class, Gender Matter African American men disproportionately imprisoned Women account for the fastest growing prison population African American women: 571% increase in 20 years Latinas: 131% increase in 20 years Caucasian women: 75% increase in 20 years More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men) 60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year. Privatization of prisons – total institutions and turning a profit for shareholders Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf Private prisons in Te ...
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Jails and Prisons Looking inside total institutions Definition of total institution Canadian Erving Goffman coined this term He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11). "Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17). Glimpses inside the total institution It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125 Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE Why is working in prisons important for social workers? Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002) The CJ system is fragmented Over 50,000 different agencies responsible Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004) Most people are imprisoned for non-violent crimes Remember that Race, Class, Gender Matter African American men disproportionately imprisoned Women account for the fastest growing prison population African American women: 571% increase in 20 years Latinas: 131% increase in 20 years Caucasian women: 75% increase in 20 years More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men) 60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year. Privatization of prisons – total institutions and turning a profit for shareholders Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf Private prisons in Te.
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Running head: COMMUNITY TEACHING WORK PLAN PROPOSAL 1 COMMUNITY TEACHING WORK PLAN PROPOSAL 2 Community Teaching Work Plan Proposal Angelique Christoffel NRS 428VN Concepts in Community and Public Health Serina Madden July 26, 2020 Introduction In communities everywhere, people have been taking for granted health information that has been presented and put in place to ensure safety and prevention. However, these health promoting mechanisms are fundamental since they allow the community to have some light about a particular disease or condition and see how to prevent it (Córdova et al., 2018). Healthcare providers need to ensure that the community receives quality healthcare education so that its residents are not affected by a pandemic or other dangerous diseases. This paper will focus on health promotion and on developing a community teaching work proposal to ensure that STIs are prevented. Planning Before Teaching: Name and Credentials of Teacher: Shalini Patel, DON, MSN, RN Estimated Time Teaching Will Last: 1 hour Location of Teaching: UHS Behavioral Health Services and System Supplies, Material, Equipment Needed: Projector, condoms, bananas, paper, laptop, screen, and beach balls. Estimated cost: $25 Community and Target Aggregate: grades 7-;12 participants attending mental health outpatient services program as participants. Topic: Prevention of Sexually Transmitted Infections (STIs) Identification of Focus for Community Teaching: This teaching aims to educate the participants on how to prevent STIs, prevent teen pregnancies and how to practice safe sex. It also aims to educate them on the dangerous infections caused by STIs. Epidemiological Rationale for Topic: Statistics show that in a year, more than one million STIs are acquired in the whole world. According to the center for disease and control prevention, most of the cases of STIs are amongst adolescents (Perry et al., 2020). Research has proven that young people engage in behaviors that may put their lives at risk of contracting the STIs unknowingly. Therefore, making it crucial that this population receives proper teaching about abstinence and safe sex. Teaching Plan Criteria Nursing Diagnosis: The nursing diagnosis related to this population is that adolescents engage in risk seeking behaviors. Such behaviors put them at risk for injury. This increase in the number of adolescents engaging in risky behavior is high due to unawareness or misconceptions about infections. Readiness for Learning: This specific population can demonstrate readiness to learn seeing that sex is an intriguing topic to most adolescents in that age group. Eagerness to know about the topic displays interest and willingness to learn about sex education. Learning Theory to Be Used: In this teaching, we focus on how adolescents are being affected by their surrounding environment such as other peers’ behaviors. Following the CDC's r ...
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Running Head: SEXUALLY TRANSMITTED DISEASES SEXUALLY TRANSMITTED DISEASES 3 Sexually Transmitted Diseases Summary of teaching plan Title: Sexually Transmitted Diseases Overview Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013). Objectives 1. To help the teenagers understand what STDs are as well as ways one can contract them 2. To teach the teenagers some of the preventive measures of contracting STDs. 3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs 4. To help the teenagers differentiate the myths from the facts regarding STDs Materials Video clips featuring adults and teenage experts, Graphic power point presentations STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80 Directions The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one. The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers. The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa ...
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
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HIV and CALD communities: Strengthening the health promotion partnership
HIV and CALD communities: Strengthening the health promotion partnership
Australian Federation of AIDS Organisations
Scott McGill discusses ASHM's plan for developing online health promotion resources for people from CALD backgrounds. This presentation was given at AFAO's HIV and Mobility Forum in May 2016.
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Activity 4: Health resources for Aboriginal and Torres Strait Islander and Cu...
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Literature Evaluation Table Student Name: Summary of Clinical Issue (200-250 words): The number of HIV- positive adults has become an increasing the issue due to the increasing the number of patients. According to the UNICEF,1.8 million adolescents are living with HIV worldwide, and more 1.5 million number of cases lives in Africa. More Analysis of this number revealed HIV-positive adolescents girls accounted for two-thirds of new adolescents’ infection. Young adults between the age of 15-19 made up 16% of new adult infections worldwide.in Africa, adolescents’ girls are the most prone adolescents to be infected with the virus.as compared to boys, adolescent girls were twice as likely to get HIV. Th main mode of infection among adolescents is unprotected sex.in Africa,85% of all new infection were as a result of having unprotected sex.Adolescents don’t use contraception they don’t have enough knowledge about the sex how to do healthy sex and protect their self from the infection due how people going to judge them and specially in Africa because people still follow the other culture you should not have sex in certain age because they follow the strict the culture preference. The financial and technological status of the countries specially in the poor and Asian courtiers is responsible for the HIV in the adolescents. The lack of the proper technology in the health care institution is responsible for the making gap between the planning, treatment, and distribution of antiviral drugs difficult.in Africa there is lack of the budget due to the poor management purchase and distribution of the antiretroviral drugs leaving HIV positive adolescents to the drugs themselves. Also, the poor living standards of low income of adults lead them to resort using sex for the daily earning. The poor financial conditions of most regions in Africa need to be addressed to cater to medical gaps and to enhance the provision of antiretroviral drug among infected youth. This paper analysis six articles to find out the HIV perception, social support and protection, and medical gaps which exists in adolescents over the last decade. PICOT Question: How do adolescents diagnosed with HIV perceive social support, promotion, and medical gaps during the decade? Criteria Article 1 Article 2 Article 3 APA-Formatted Article Citation with Permalink Okawa, S., Mwanza-Kabaghe, S., Mwiya, M., Kikuchi, K., Jimba, M., Kankasa, C., & Ishikawa, N. (2017). Adolescents’ experiences and their suggestions for HIV serostatus Disclosure in Zambia: a Mixed-Methods study. Frontiers in public health, 5, 326 Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5736526/ Bloch, S., (2018). HIV in Ukraine: An Everlasting Epidemic? Assessment of knowledge, behaviour change, tolerance towards people living with HIV, and accessibility of healthcare services for HIV among adolescent girls and young women in Ukraine. Retrieved from https://academic.oup.com/her/article/14/4/473/693716 .
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Humanitarian advocacy
Glenn O'Neil
Jails and Prisons Looking inside total institutions Definition of total institution Canadian Erving Goffman coined this term He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11). "Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17). Glimpses inside the total institution It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125 Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE Why is working in prisons important for social workers? Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002) The CJ system is fragmented Over 50,000 different agencies responsible Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004) Most people are imprisoned for non-violent crimes Remember that Race, Class, Gender Matter African American men disproportionately imprisoned Women account for the fastest growing prison population African American women: 571% increase in 20 years Latinas: 131% increase in 20 years Caucasian women: 75% increase in 20 years More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men) 60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year. Privatization of prisons – total institutions and turning a profit for shareholders Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf Private prisons in Te ...
Jails and PrisonsLooking inside total institutionsDefini.docx
Jails and PrisonsLooking inside total institutionsDefini.docx
vrickens
Jails and Prisons Looking inside total institutions Definition of total institution Canadian Erving Goffman coined this term He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11). "Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17). Glimpses inside the total institution It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125 Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE Why is working in prisons important for social workers? Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002) The CJ system is fragmented Over 50,000 different agencies responsible Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004) Most people are imprisoned for non-violent crimes Remember that Race, Class, Gender Matter African American men disproportionately imprisoned Women account for the fastest growing prison population African American women: 571% increase in 20 years Latinas: 131% increase in 20 years Caucasian women: 75% increase in 20 years More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men) 60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year. Privatization of prisons – total institutions and turning a profit for shareholders Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf Private prisons in Te.
Jails and PrisonsLooking inside total institutionsDefini.docx
Jails and PrisonsLooking inside total institutionsDefini.docx
donnajames55
Running head: COMMUNITY TEACHING WORK PLAN PROPOSAL 1 COMMUNITY TEACHING WORK PLAN PROPOSAL 2 Community Teaching Work Plan Proposal Angelique Christoffel NRS 428VN Concepts in Community and Public Health Serina Madden July 26, 2020 Introduction In communities everywhere, people have been taking for granted health information that has been presented and put in place to ensure safety and prevention. However, these health promoting mechanisms are fundamental since they allow the community to have some light about a particular disease or condition and see how to prevent it (Córdova et al., 2018). Healthcare providers need to ensure that the community receives quality healthcare education so that its residents are not affected by a pandemic or other dangerous diseases. This paper will focus on health promotion and on developing a community teaching work proposal to ensure that STIs are prevented. Planning Before Teaching: Name and Credentials of Teacher: Shalini Patel, DON, MSN, RN Estimated Time Teaching Will Last: 1 hour Location of Teaching: UHS Behavioral Health Services and System Supplies, Material, Equipment Needed: Projector, condoms, bananas, paper, laptop, screen, and beach balls. Estimated cost: $25 Community and Target Aggregate: grades 7-;12 participants attending mental health outpatient services program as participants. Topic: Prevention of Sexually Transmitted Infections (STIs) Identification of Focus for Community Teaching: This teaching aims to educate the participants on how to prevent STIs, prevent teen pregnancies and how to practice safe sex. It also aims to educate them on the dangerous infections caused by STIs. Epidemiological Rationale for Topic: Statistics show that in a year, more than one million STIs are acquired in the whole world. According to the center for disease and control prevention, most of the cases of STIs are amongst adolescents (Perry et al., 2020). Research has proven that young people engage in behaviors that may put their lives at risk of contracting the STIs unknowingly. Therefore, making it crucial that this population receives proper teaching about abstinence and safe sex. Teaching Plan Criteria Nursing Diagnosis: The nursing diagnosis related to this population is that adolescents engage in risk seeking behaviors. Such behaviors put them at risk for injury. This increase in the number of adolescents engaging in risky behavior is high due to unawareness or misconceptions about infections. Readiness for Learning: This specific population can demonstrate readiness to learn seeing that sex is an intriguing topic to most adolescents in that age group. Eagerness to know about the topic displays interest and willingness to learn about sex education. Learning Theory to Be Used: In this teaching, we focus on how adolescents are being affected by their surrounding environment such as other peers’ behaviors. Following the CDC's r ...
Running head COMMUNITY TEACHING WORK PLAN PROPOSAL 1
Running head COMMUNITY TEACHING WORK PLAN PROPOSAL 1
CicelyBourqueju
A powerpoint presentation about sexual health education and the prevention of STIs.
Sexual Health
Sexual Health
160502
EHealth Promotion and Youth
EHealth Promotion and Youth
Cameron Norman
Presentation on advocacy and policy process by Andrew Chetley, MeTA secretariat, during the Uganda CSO workshop in April 2009
Advocacy and Policy Process
Advocacy and Policy Process
MeTApresents
SOCIALIZATION PROCESS AND SOCIAL AGENTS
HSO 101 UNIT II
HSO 101 UNIT II
Monyatsi Tomeletso
Messaging that Works: Framing for Understanding (M. Gerstein Pineau)
Messaging that Works: Framing for Understanding (M. Gerstein Pineau)
Messaging that Works: Framing for Understanding (M. Gerstein Pineau)
Esmeralda Casas-Silva, Ph.D.
Comprehensive Sexuality Education is a curriculum-based process of teaching & learning about the cognitive, emotional, physical & social aspects of sexuality.
Comprehensive Sexuality Education Provision
Comprehensive Sexuality Education Provision
LormalynGravillo
Comprehensive Sexuality in Education
Comprehensive Sexuality in Education in the Philippines
Comprehensive Sexuality in Education in the Philippines
LoteshmaeNacawiliDag
Sexual Education
Sexuality-education-2021.pptx
Sexuality-education-2021.pptx
SephTorres1
It is about the comprehension sexuality provision in education.
OjEddd7Sg133mm2F658.pptx
OjEddd7Sg133mm2F658.pptx
ajsugabo26
Running Head: SEXUALLY TRANSMITTED DISEASES SEXUALLY TRANSMITTED DISEASES 3 Sexually Transmitted Diseases Summary of teaching plan Title: Sexually Transmitted Diseases Overview Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013). Objectives 1. To help the teenagers understand what STDs are as well as ways one can contract them 2. To teach the teenagers some of the preventive measures of contracting STDs. 3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs 4. To help the teenagers differentiate the myths from the facts regarding STDs Materials Video clips featuring adults and teenage experts, Graphic power point presentations STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80 Directions The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one. The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers. The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa.
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
todd521
Running Head: SEXUALLY TRANSMITTED DISEASES SEXUALLY TRANSMITTED DISEASES 3 Sexually Transmitted Diseases Summary of teaching plan Title: Sexually Transmitted Diseases Overview Sexually Transmitted Diseases are diseases that are transmitted from one person to another during oral, anal and vaginal sexual activities. STDs are very common especially among sexually active teenagers and a number of them don’t have the symptoms making it hard to tell if one has contacted one. STDs are very dangerous to one’s health however, it can be detected when one is tested and majority of them have a cure (Bouchery, Harwood, and Brewer, 2014). STDs are preventable with abstinence and safe sexual practices; one is likely not to contract the disease. Examples of the STDs are: chlamydia, genital warts, gonorrhea, hepatitis B, herpes, HIV and AIDS, Human Papillomavirus, scabies, syphilis and trichomoniais (Stingler, Neusel, and Perry, 2013). Objectives 1. To help the teenagers understand what STDs are as well as ways one can contract them 2. To teach the teenagers some of the preventive measures of contracting STDs. 3. To educate the teenagers on measures on should take incase exposed to an environment one is likely to contract STDs 4. To help the teenagers differentiate the myths from the facts regarding STDs Materials Video clips featuring adults and teenage experts, Graphic power point presentations STD pamphlets, Writing materials: Pens and Plain papers, Teacher’s laptop, overhead screen Estimated cost: Overhead screen will be offered by the church, additional materials needed about $45-$80 Directions The learning sessions was grouped into four different sessions lasting approximately 30 to 45 minutes. In the first session, it was purely teaching session where I addressed all the objectives in a classroom setting and the teenagers were allowed to take notes. Teaching was enhanced with graphic power points to help create a visual understanding of the different concepts put across. The second session on the other hand was purely audio visual where the teenagers were allowed to view different Video clips featuring adults and teenage experts expounding on sexually, transmitted disease. The audio-visual session also addressed all the objectives just as the case was in the classroom set up in session one. The third session was an open forum where the teenagers were allowed to ask questions, seek clarification on different issues or add more insight on concept learned. This session was an interactive one where all disturbing questions was addressed. The end of this session was marked by satisfactory response to all questions and insight brought forward by both the teacher and the teenagers. The fourth and final session was an examination setup where each of the participants were given a quick test to test their understanding for the concepts learnt. Those who performed exemplary were awarded certificates and gifts and the whole were issued pa ...
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
jeanettehully
Presentation by Trish Kane to the Disability Working Group at the NGO Resource Centre, March 25th, 2010.
Presentation - What is Social Work?
Presentation - What is Social Work?
ict4devwg
Similar to Looking back, look forwards
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Literature Evaluation TableStudent Name Summary of Clinic.docx
Literature Evaluation TableStudent Name Summary of Clinic.docx
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Health & Social Marketing Workshop 1
Exploring using outcome measures with different cultural groups - Dr Emma Mor...
Exploring using outcome measures with different cultural groups - Dr Emma Mor...
Why is Public Health important after the Pandemic?
Why is Public Health important after the Pandemic?
Humanitarian advocacy
Humanitarian advocacy
Jails and PrisonsLooking inside total institutionsDefini.docx
Jails and PrisonsLooking inside total institutionsDefini.docx
Jails and PrisonsLooking inside total institutionsDefini.docx
Jails and PrisonsLooking inside total institutionsDefini.docx
Running head COMMUNITY TEACHING WORK PLAN PROPOSAL 1
Running head COMMUNITY TEACHING WORK PLAN PROPOSAL 1
Sexual Health
Sexual Health
EHealth Promotion and Youth
EHealth Promotion and Youth
Advocacy and Policy Process
Advocacy and Policy Process
HSO 101 UNIT II
HSO 101 UNIT II
Messaging that Works: Framing for Understanding (M. Gerstein Pineau)
Messaging that Works: Framing for Understanding (M. Gerstein Pineau)
Comprehensive Sexuality Education Provision
Comprehensive Sexuality Education Provision
Comprehensive Sexuality in Education in the Philippines
Comprehensive Sexuality in Education in the Philippines
Sexuality-education-2021.pptx
Sexuality-education-2021.pptx
OjEddd7Sg133mm2F658.pptx
OjEddd7Sg133mm2F658.pptx
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Running Head SEXUALLY TRANSMITTED DISEASESSEXUALLY TRANSMIT.docx
Presentation - What is Social Work?
Presentation - What is Social Work?
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This presentation on AFAO's recent work with Culturally and Linguistically Diverse (CALD) communities was given by Michael Frommer at the SiREN Symposium in Perth, June 2016.
HIV and CALD communities: Strengthening the health promotion partnership
HIV and CALD communities: Strengthening the health promotion partnership
Australian Federation of AIDS Organisations
Scott McGill discusses ASHM's plan for developing online health promotion resources for people from CALD backgrounds. This presentation was given at AFAO's HIV and Mobility Forum in May 2016.
Activity 4: Health resources for Aboriginal and Torres Strait Islander and Cu...
Activity 4: Health resources for Aboriginal and Torres Strait Islander and Cu...
Australian Federation of AIDS Organisations
Darryl O’Donnell, Executive Director of AFAO, outlines changes to the organisation and sets out its priorities for 2016/17. In this context, he invited input on AFAO's future policy work from from participants at AFAO's HIV and Mobility Forum on 30 May 2016.
Future Focus – AFAO
Future Focus – AFAO
Australian Federation of AIDS Organisations
This presentation on key strategies for addressing HIV among people from CALD communities and people who travel to high prevalence countries was given by Corie Gray from Curtin University and CoPAHM at AFAO'S HIV and Mobility Forum on 30 May 2016.
HIV and mobility in Australia: Roadmap for Action
HIV and mobility in Australia: Roadmap for Action
Australian Federation of AIDS Organisations
This presentation on a directory of HIV health promotion programs and resources that engage with people from CALD communities was given by Jill Sergeant from AFAO at AFAO'S HIV and Mobility Forum on 30 May 2016.
HIV and CALD communities: Mapping HIV health promotion
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Australian Federation of AIDS Organisations
This presentation on findings from a trial of providing HIV medication to people not eligible for Medicare was given by Tony Maynard from the National Association of People With HIV Australia (NAPWHA) at AFAO'S HIV and Mobility Forum on 30 May 2016.
Medicare Ineligible PLHIV: Lessons from the ATRAS Study
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Australian Federation of AIDS Organisations
This presentation on HIV diagnoses among people from CALD communities was given by Praveena Gunaratnam from the Kirby Institute at AFAO'S HIV and Mobility Forum on 30 May 2016.
HIV in Culturally and Linguistically Diverse Populations: Surveillance Update
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Australian Federation of AIDS Organisations
Drawing upon HIV surveillance data and the Seroconversion Study, this presentation explores reasons for late diagnosis of HIV and barriers to testing among gay men and other MSM in Australia. The presentation was given by Phillip Keen from the Kirby Institute at AFAO's National Gay Men's HIV Health Promotion Conference in April 2016.
Late HIV Diagnoses in Australia and Delayed HIV Testing
Late HIV Diagnoses in Australia and Delayed HIV Testing
Australian Federation of AIDS Organisations
In 2015, AFAO developed a directory of health promotion programs and resources related to HIV and culturally and linguistically diverse communities. This presentation outlines how the directory was developed and can be used. This presentation was given by Jill Sergeant at AFAO's National Gay Men's HIV Health Promotion Conference in April 2016.
HIV and CALD communities: A directory of health promotion programs and resources
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Australian Federation of AIDS Organisations
A report on findings from the AHOD Temporary Resident Access Study, which looked at access to HIV treatments for people not eligible for Medicare. This presentation was given at the AFAO Community Hub at the ASHM 2015 conference.
Lessons from ATRAS
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Australian Federation of AIDS Organisations
Lea Narciso from SA Health discusses the changing epidemic in South Australia, which now includes an increasing number of people born overseas, and the government's policy response. This presentation was given at the AFAO Community Hub at the ASHM 2015 conference.
South Australian Policy Response to HIV and Mobility
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Australian Federation of AIDS Organisations
This Report Card provides an overview of national momentum on HIV and mobility, highlighting areas with strong momentum and areas that are limited. This presentation was given at the AFAO Community Hub at the ASHM 2015 conference.
Community of Practice for Action on HIV and Mobility: Launch of the Interim R...
Community of Practice for Action on HIV and Mobility: Launch of the Interim R...
Australian Federation of AIDS Organisations
ComePrepd is the Queensland AIDS Councils (QuAC) new campaign for pre-exposure prophylaxis (PrEP) which aims to encourage open discussion in the gay community. This presentation discusses the design of the campaign and its various stages. This presentation was given at the AFAO Community Hub at the ASHM 2015 conference.
QuAC and Pre Exposure Prophylaxis: an awareness campaign
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Australian Federation of AIDS Organisations
Alison Coelho from the Centre for Culture, Ethnicity and Health describes a program which partnered with faith & community leaders around preventing BBV/STI transmission in migrant and refugee communities. This presentation was given at the AFAO Community Hub at the ASHM 2015 conference.
Hand in hand: addressing BBV/STI stigma
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Australian Federation of AIDS Organisations
An overview of how the 2 Spirits Program at the Queensland AIDS Council adapts a western health promotion framework into a cultural framework to engage Aboriginal & Torres Strait Islander communities around HIV and sexual health. This presentation was given at the AFAO Community Hub at the ASHM 2015 conference.
2 Spirits: promoting healthy Aboriginal and Torres Strait islander communities
2 Spirits: promoting healthy Aboriginal and Torres Strait islander communities
Australian Federation of AIDS Organisations
This presentation on PrEP research and policy was given by Dr. Iryna Zablotska, of the Kirby Institute, at the AFAO Members Forum - May 2015.
PrEP: Research update and implementation program in NSW
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Australian Federation of AIDS Organisations
This presentation on the priorities and challenges for the HIV response in Aboriginal and Torres Strait Islander communities was given by Michael Costello-Czok (Executive Officer – Anwernekenhe National HIV Alliance - ANA) at the AFAO Members Forum - May 2015.
Remembering - Reconciling - Responding
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Australian Federation of AIDS Organisations
This presentation on the expansion of AFAO's African communities project to encompass other CALD and mobile populations was given by Jill Sergeant, AFAO Project Officer, at the AFAO Members Forum - May 2015.
HIV and mobility: AFAO's African communities project
HIV and mobility: AFAO's African communities project
Australian Federation of AIDS Organisations
This presentation on using a systems approach to improve understandings of peer-based health promotion programs was given by Dr Graham Brown, Australian Research Centre for Sex, health and Society (ARCSHS), at the AFAO Members Forum - May 2015.
Understanding what works and why in peer and community based programs for HIV...
Understanding what works and why in peer and community based programs for HIV...
Australian Federation of AIDS Organisations
This presentation on what social research indicates will be effective anti-stigma interventions was given by Prof John de Wit, Centre for Social REsearch in Health (CSRH), at the AFAO Members Forum - May 2015.
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HIV and mobility in Australia: Roadmap for Action
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