This document provides a training for advocates at certified domestic violence centers on creating accessible services for participants living with disabilities. It discusses key civil rights acts pertaining to disability rights and accessibility. The training objectives are to educate advocates about the link between domestic violence and disability, define what makes services accessible, and identify ways to enhance accessibility. Examples of disabilities, increased risk factors, and types of abuse against those with disabilities are also outlined. The document provides guidance on complying with reasonable accommodation laws and examples of making hotlines, services, and safety planning accessible through the use of auxiliary aids.
This document provides a training for advocates at certified domestic violence centers on creating accessible services for participants living with disabilities. It discusses the link between domestic violence and disability, relevant civil rights laws, definitions of disability, examples of disabilities, and increased risks faced by those with disabilities. It emphasizes the importance of inclusive, accessible services and provides examples of reasonable accommodations, creating an accessible hotline, auxiliary aids, and service animals. The overall goal is to educate advocates on enhancing services to be accessible for all participants.
This document provides a training for advocates at certified domestic violence centers on creating accessible services for participants living with disabilities. It covers key civil rights acts pertaining to disability, defines disability, explores the link between domestic violence and disability, and provides guidance on reasonable accommodations, inclusive services, and creating an accessible hotline and auxiliary aid plans. The goal is for advocates to gain knowledge on serving participants with disabilities and identifying ways to enhance services accessibility.
This document presents a case study of a domestic violence homicide that occurred in 2010 in Florida. It provides background information on the victim, B.R., and perpetrator, C.S., who had recently ended their relationship. C.S. began stalking B.R. through texts, social media, and in-person. B.R. reported the stalking to police and filed for a restraining order, which was denied. A few days later, C.S. murdered B.R. at a motel before killing himself. The case highlights risk factors like stalking, relationship separation, and the perpetrator's obsession with the victim. It also emphasizes the importance of coordinated community responses and empowerment-based
Advocacy, Technology, and Safety Online CourseAdam Varn
The document discusses various risks associated with technology use and provides safety recommendations. It covers risks of caller ID, texting, location services, social media, emails and more. Key recommendations include turning off Bluetooth, enabling airplane mode to preserve evidence, disabling location services, using strong passwords, and being wary of unknown emails/attachments. The document stresses that while technology provides benefits, misuse by abusers is a risk that advocates must be aware of to help survivors safely use technology.
This document provides an overview of domestic violence in later life. It begins by outlining the objectives and definitions. It then discusses the distinction between intentional and unintentional abuse, focusing on intentional abuse. It describes the dynamics of elder abuse, including how family relationships and isolation can play a role. It outlines the most common types of abuse older adults face, including physical, sexual, emotional/psychological, and financial abuse. Finally, it discusses the consequences of elder abuse and who is most at risk and affected.
Risk Factors, Risk Assessments, and Collaboration to Prevent Domestic Violenc...Adam Varn
This document discusses risk factors for domestic violence homicide and the InVEST program. It provides statistics on domestic violence homicides nationally and in Florida. It then describes the InVEST program, which provides enhanced advocacy services to individuals identified as being at high risk of domestic violence homicide through a coordinated community response. Key risk factors for domestic violence homicide discussed include threats, access to weapons, separation, and stalking.
This document provides a training for advocates at certified domestic violence centers on creating accessible services for participants living with disabilities. It discusses the link between domestic violence and disability, relevant civil rights laws, definitions of disability, examples of disabilities, and increased risks faced by those with disabilities. It emphasizes the importance of inclusive, accessible services and provides examples of reasonable accommodations, creating an accessible hotline, auxiliary aids, and service animals. The overall goal is to educate advocates on enhancing services to be accessible for all participants.
This document provides a training for advocates at certified domestic violence centers on creating accessible services for participants living with disabilities. It covers key civil rights acts pertaining to disability, defines disability, explores the link between domestic violence and disability, and provides guidance on reasonable accommodations, inclusive services, and creating an accessible hotline and auxiliary aid plans. The goal is for advocates to gain knowledge on serving participants with disabilities and identifying ways to enhance services accessibility.
This document presents a case study of a domestic violence homicide that occurred in 2010 in Florida. It provides background information on the victim, B.R., and perpetrator, C.S., who had recently ended their relationship. C.S. began stalking B.R. through texts, social media, and in-person. B.R. reported the stalking to police and filed for a restraining order, which was denied. A few days later, C.S. murdered B.R. at a motel before killing himself. The case highlights risk factors like stalking, relationship separation, and the perpetrator's obsession with the victim. It also emphasizes the importance of coordinated community responses and empowerment-based
Advocacy, Technology, and Safety Online CourseAdam Varn
The document discusses various risks associated with technology use and provides safety recommendations. It covers risks of caller ID, texting, location services, social media, emails and more. Key recommendations include turning off Bluetooth, enabling airplane mode to preserve evidence, disabling location services, using strong passwords, and being wary of unknown emails/attachments. The document stresses that while technology provides benefits, misuse by abusers is a risk that advocates must be aware of to help survivors safely use technology.
This document provides an overview of domestic violence in later life. It begins by outlining the objectives and definitions. It then discusses the distinction between intentional and unintentional abuse, focusing on intentional abuse. It describes the dynamics of elder abuse, including how family relationships and isolation can play a role. It outlines the most common types of abuse older adults face, including physical, sexual, emotional/psychological, and financial abuse. Finally, it discusses the consequences of elder abuse and who is most at risk and affected.
Risk Factors, Risk Assessments, and Collaboration to Prevent Domestic Violenc...Adam Varn
This document discusses risk factors for domestic violence homicide and the InVEST program. It provides statistics on domestic violence homicides nationally and in Florida. It then describes the InVEST program, which provides enhanced advocacy services to individuals identified as being at high risk of domestic violence homicide through a coordinated community response. Key risk factors for domestic violence homicide discussed include threats, access to weapons, separation, and stalking.
Donna Schuyler's Presentation-2017 Idaho Summitlindsayalderete
The document discusses sexuality and intimacy in the context of guardianship and long-term care, noting that many older adults remain sexually active. It examines the competing goals of protecting wards while also respecting their rights to intimacy and relationships. Key considerations for guardians include assessing a ward's capacity for informed consent regarding sexual activities based on their knowledge, understanding, and ability to make voluntary choices.
The right to health for people who are homeless and access to entitlements, p...FEANTSA
Presentation given by Fiona Crowley, Research & Legal Manager, Amnesty International (Irish Section) at a FEANTSA conference on "The Right to Health is a Human Right: Ensuring Access to Health for People who are Homeless", 2006
The document discusses immigrants as a vulnerable population in the United States. It defines immigrants as legal alien residents who have petitioned for permission to enter the country and seek naturalization. Immigrants face challenges related to differences in culture, healthcare access, and fear of deportation for illegal immigrants. Federal laws like the Immigration and Nationality Act of 1952 govern immigration and the process for gaining citizenship. As advocates, community health nurses should provide care that is sensitive to patients' cultural views and help address issues like language barriers, abuse/neglect, and stress-related disorders.
Presentation by human rights activist Myra Kovary on the Convention on the Rights of Persons with Disabilities. Presented on Nov. 11, 2009 for the US Network of Users and Survivors of Psychiatry.
Il program director's training no multimediaJason Wheeler
Powerpoint slides from the disability inclusion training held in Springfield, IL on April 21, 2011.
It was great to work with all of you! If you have any questions, please email me at erin.gannon@umb.edu.
Best,
Erin
Crime victimization and disabilities 2012FHCCommunity
This document discusses crime victimization and disabilities. Some key points:
1) People with disabilities experience higher rates of violent crime than those without disabilities. Females with disabilities in particular face higher victimization rates.
2) People with developmental disabilities are much more likely to be victims of crimes like abuse. They are also more likely to experience repeated victimization.
3) Barriers like inaccessible shelters, lack of accommodations, and societal attitudes make it less likely that those with disabilities will report crimes committed against them or access victim services.
Lesson 4 Mental Health Policy and the Law ReadingsNOTE All.docxSHIVA101531
Lesson 4: Mental Health Policy and the Law
Readings
NOTE: All articles except those with links are on E-Reserves.
Required
Frank, R.G., & Glied, S.A. ( 2006). Better but not well: Mental health policy in the United
States since 1950. Baltimore: Johns Hopkins Press. Chapter 6.
Petrila, J., & Douglas, K. S. (2002). Legal issues in maximum security institutions for people with mental illness: Liberty, security, and administrative discretion. Behavioral Sciences & the Law, 20(5), 463-480. doi:10.1002/bsl.505. Read 463-471.
Levin, B., Hennessy, K.D., & Petrila, J. (2004). Mental Health Services: A public health perspective. Oxford: Oxford University Press. Chapter 3; especially pages 42-50.
Zubritsky, C., Mullahy, M., Allen, M., & Alfano, E. (2006). The State of the Olmstead Decision and the Impact of Consumer Participation in Planning. American Journal of Psychiatric Rehabilitation, 9(2), 131-143. doi:10.1080/15487760600876345.
Optional
Lombardo, P. (1985). Three generations, no imbeciles: New light on Buck v. Bell. 60 New
York Law Review, 60(1), 30-62.
Summary
This week’s lesson centers on some of the key legal decisions that have influenced mental health policy and practices in the United States. We encourage you to explore some of the cases in depth which will be briefly described below; the facts of the cases can be very interesting. Remember, you will be responsible for writing a paper related to mental health law that will be due October 4th.
Early Court Involvement in Mental Health Policy
Until the middle of the 20th century with the advent of the civil rights movement, there were few laws protecting the rights of people with mental illness. Decision-making regarding hospitalization and care was left to hospital directors and psychiatrists with no required consent of the individual. Persons with mental illness could be involuntarily committed to a mental institution and remain there indefinitely with no legal protections. They could be medicated and operated on without their consent. No protections existed to assure that they were treated humanely and that the facilities in which they were housed were sanitary. When lawsuits were brought to defend their rights, cases were very often dismissed or ruled against them One extreme example was Buck v. Bell (1924), where the U.S. Supreme Court ruled that the forced sterilization of a young woman with a developmental disability was not a violation of the Due Process clause of the 14th Amendment to the U.S. Constitution.
Protections that required medical professionals to obtain patient consent before performing a procedure were afforded in Schloendorff v Society of New York Hospital in 1914 but these protections did not applied to those patients who were not of “sound mind”. Only much more recently have medical professionals been required to extend these protections to those with mental illness (see Salgo v. Leland Stanford Jr. University Board of Trustees ...
The document discusses standards for culturally and linguistically appropriate health services. It outlines that programs receiving federal funding are required to provide language assistance services, including interpreters, to patients with limited English proficiency at no cost. It also mandates that these patients must be informed of their right to language assistance and that the competence of interpreters be ensured. Signage and materials must be made available in commonly encountered languages in the service area. Failure to comply can result in loss of federal funding. More than $1 trillion in excess direct and indirect medical costs over 3 years were estimated to result from health inequities faced by racial and ethnic minorities.
ASSIGNMENTDiscussion Victim Impact StatementAccording to th.docxmckellarhastings
ASSIGNMENT
Discussion: Victim Impact Statement
According to the National Center for Victims of Crime (2012), a victim impact statement, now allowed in all 50 states, provides victims with a way to explain how a crime has impacted their lives. This information can then be used by a judge “to help determine an offender’s sentence” or by a parole board to determine parole. In this Discussion, you will locate and analyze a victim impact statement.
To prepare:
Search the Internet and locate a victim impact statement (video or written).
Reflect on the background and relevant facts of the case for which the statement was prepared.
In a minimum of
300 words
, briefly describe the background of the case, including:
Criminals involved
Victims involved
Crime committed
Apparent impacts
Other relevant information to provide context
Summarize the main points made by the victim in his or her statement. If you were the judge in this case, how would this victim impact statement influence your sentencing? Finally, discuss whether you think victim impact statements are a necessary part of a criminal case. Be sure to provide a link to the video or site in your initial post
Reference
National Center for Victims of Crime. (2012). Victim impact statements. Retrieved from http://victimsofcrime.org/help-for-crime-victims/get-help-bulletins-for-crime-victims/victim-impact-statements
Reading material
Daigle, L. E. (2018). Victimology (2nd ed.). Thousand Oaks, CA: Sage Publishing.Chapter 5, “Victims’ Rights and Remedies” (pp. 59–74)
Victimology, 2nd Edition by Daigle, L.E. Copyright 2018 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.
Chapter 5 Victims’ Rights and RemediesLet’s revisit Polly now that it has been a few days since she was victimized. Remember that Polly is a young undergraduate student who was accosted by two offenders as she was walking home. Her school bag was stolen, and she was assaulted. Unlike most victims, Polly called the police to report what had happened to her. She had to have 10 stitches at the hospital. Clearly a victim, she was still questioned by the police about why she was walking home alone at night. She very well may have felt victimized by this questioning—and we know that she had a hard time emotionally after being victimized. She found it hard to get out of bed, and she missed several classes—she even altered her schedule and stopped going out alone at night.In Chapter 3, you considered the toll this victimization took on Polly—on her emotions and her lifestyle, and of course financially. As you know, Polly is not alone in suffering these costs. Many victims experience real costs and consequences. But how do victims deal with these outcomes? Are they left to recover on their own, or are services available to them? Whose responsibility is it to help crime victims? What happens when crime victims do not get the help they need and deserve? All these questions are add.
The document provides information about inclusive outreach and recruitment for Peace Corps volunteers. It discusses defining disability and disability etiquette. Key aspects of inclusion discussed are universal design of presentations and the importance of a culture of inclusion. Disclosure of disabilities by volunteers is addressed, noting it is an individual choice and private medical information.
This document discusses the role of advocates in assisting abused women, who are considered a special population. It notes that abused women experience emotional, physical, mental, and sexual abuse. Advocates need to fight for improved laws and enforcement around restraining orders, increase housing and medical resources for victims, and push for longer jail times for abusers to help break the cycle of abuse. Overall, the advocate's role is to support abused women and help them gain independence, safety, and resources as they leave abusive situations.
The document provides an overview of employment rights and protections under the Americans with Disabilities Act (ADA). It explains that the ADA prohibits employment discrimination against qualified individuals with disabilities. It defines key terms like disability, reasonable accommodation, undue hardship, and essential job functions. It also outlines employer rights and responsibilities in regards to medical exams, accommodation requests, and limitations.
This document discusses the complex relationship between compassion, safety, and rights in the context of mental health. It touches on issues like involuntary treatment, dangerousness, and the perspectives of those with lived experience of mental illness. The author has experience working in mental health advocacy and has dealt with these issues from many sides. They aim to examine these issues using multiple perspectives and the most current research and law.
Medical Whistleblower Canary Notes Newsletter 11 Psychiatric Rights &am...MedicalWhistleblower
The Declaration of the Rights of Disabled Persons was adopted by the United Nations in 1975. It defines ‘disabled person’ to mean ‘any person unable to ensure by himself or herself, wholly or partly, the necessities of normal individual and/or social life, as a result of deficiency, whether congenital or not, in his or her physical or mental capacities’. This definition includes people with a mental illness, whether or not they also have other disabilities. The Declaration recognizes that people with disabilities are entitled to:
• The inherent right to respect for their human dignity; The same fundamental human rights as other citizens, whatever the origin nature and seriousness of their handicaps and disabilities, including the right to a decent life - as normal and full as possible;
• The right to legal safeguards against abuse of any limitation of rights made necessary by the severity of a person’s handicap, including regular review and the right of appeal;
• The right to any necessary treatment, rehabilitation, education, training and other services to help develop their skills and capabilities to the maximum;
• The right to economic and social security and the right, according to their capabilities, to secure and retain productive employment and to join trade unions;
• The right to have their needs considered in economic and social planning; The right to family life, the right to participate in all social, recreational and creative activities and the right not to be subjected to more restrictive conditions of residence than necessary;
Medical Whistleblower Canary Notes Newsletter 11 Psychiatric Rights &am...MedicalWhistleblower
The Declaration of the Rights of Disabled Persons was adopted by the United Nations in 1975. It defines ‘disabled person’ to mean ‘any person unable to ensure by himself or herself, wholly or partly, the necessities of normal individual and/or social life, as a result of deficiency, whether congenital or not, in his or her physical or mental capacities’. This definition includes people with a mental illness, whether or not they also have other disabilities. The Declaration recognizes that people with disabilities are entitled to:
• The inherent right to respect for their human dignity; The same fundamental human rights as other citizens, whatever the origin nature and seriousness of their handicaps and disabilities, including the right to a decent life - as normal and full as possible;
• The right to legal safeguards against abuse of any limitation of rights made necessary by the severity of a person’s handicap, including regular review and the right of appeal;
• The right to any necessary treatment, rehabilitation, education, training and other services to help develop their skills and capabilities to the maximum;
• The right to economic and social security and the right, according to their capabilities, to secure and retain productive employment and to join trade unions;
• The right to have their needs considered in economic and social planning; The right to family life, the right to participate in all social, recreational and creative activities and the right not to be subjected to more restrictive conditions of residence than necessary;
• The right to protection against exploitation or discriminatory, abusive or degrading treatment;
• The right to qualified legal assistance to protect their rights, and to have their condition taken fully into account in any legal proceedings.
INTERNATIONAL HUMAN RIGHTS LAW ASSIGNMENT -III.pptxkassahunargaw1
This document discusses international human rights instruments that protect vulnerable groups. It outlines how the International Convention on the Elimination of Racial Discrimination protects racial and ethnic groups. It describes how the Convention on the Elimination of Discrimination Against Women aims to eradicate discrimination against women. It also discusses how the International Covenant on Civil and Political Rights and International Covenant on Economic, Social and Cultural Rights protect groups like women, children, minorities, and more. Finally, it summarizes key provisions of the Convention on the Rights of the Child related to protecting children.
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
- The Rights of Persons with Disabilities Bill 2016 expands the definition of disability from 7 to 21 recognized disabilities. It aims to bring Indian laws in line with the UN Convention on Rights of Persons with Disabilities.
- Key provisions include non-discrimination, equal opportunities, accessibility, social security, employment reservation and education inclusion for persons with disabilities.
- The bill mandates time-bound accessibility measures for public buildings and transport and aims to empower persons with disabilities through social participation and independent living.
The document discusses several aspects of human rights. It begins by defining some fundamental human rights like the right to life, liberty, security of person and property, and equal protection under the law. It gives examples of specific rights like freedom of occupation, religion, political participation, and association. It also mentions that these rights are guaranteed by documents like the Bill of Rights and Universal Declaration of Human Rights. The document goes on to discuss the Philippines' own tradition of human rights prior to Western influence as exemplified in ancient codes. It also outlines the Armed Forces' position of respecting human rights through disciplined behavior and observance of regulations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Donna Schuyler's Presentation-2017 Idaho Summitlindsayalderete
The document discusses sexuality and intimacy in the context of guardianship and long-term care, noting that many older adults remain sexually active. It examines the competing goals of protecting wards while also respecting their rights to intimacy and relationships. Key considerations for guardians include assessing a ward's capacity for informed consent regarding sexual activities based on their knowledge, understanding, and ability to make voluntary choices.
The right to health for people who are homeless and access to entitlements, p...FEANTSA
Presentation given by Fiona Crowley, Research & Legal Manager, Amnesty International (Irish Section) at a FEANTSA conference on "The Right to Health is a Human Right: Ensuring Access to Health for People who are Homeless", 2006
The document discusses immigrants as a vulnerable population in the United States. It defines immigrants as legal alien residents who have petitioned for permission to enter the country and seek naturalization. Immigrants face challenges related to differences in culture, healthcare access, and fear of deportation for illegal immigrants. Federal laws like the Immigration and Nationality Act of 1952 govern immigration and the process for gaining citizenship. As advocates, community health nurses should provide care that is sensitive to patients' cultural views and help address issues like language barriers, abuse/neglect, and stress-related disorders.
Presentation by human rights activist Myra Kovary on the Convention on the Rights of Persons with Disabilities. Presented on Nov. 11, 2009 for the US Network of Users and Survivors of Psychiatry.
Il program director's training no multimediaJason Wheeler
Powerpoint slides from the disability inclusion training held in Springfield, IL on April 21, 2011.
It was great to work with all of you! If you have any questions, please email me at erin.gannon@umb.edu.
Best,
Erin
Crime victimization and disabilities 2012FHCCommunity
This document discusses crime victimization and disabilities. Some key points:
1) People with disabilities experience higher rates of violent crime than those without disabilities. Females with disabilities in particular face higher victimization rates.
2) People with developmental disabilities are much more likely to be victims of crimes like abuse. They are also more likely to experience repeated victimization.
3) Barriers like inaccessible shelters, lack of accommodations, and societal attitudes make it less likely that those with disabilities will report crimes committed against them or access victim services.
Lesson 4 Mental Health Policy and the Law ReadingsNOTE All.docxSHIVA101531
Lesson 4: Mental Health Policy and the Law
Readings
NOTE: All articles except those with links are on E-Reserves.
Required
Frank, R.G., & Glied, S.A. ( 2006). Better but not well: Mental health policy in the United
States since 1950. Baltimore: Johns Hopkins Press. Chapter 6.
Petrila, J., & Douglas, K. S. (2002). Legal issues in maximum security institutions for people with mental illness: Liberty, security, and administrative discretion. Behavioral Sciences & the Law, 20(5), 463-480. doi:10.1002/bsl.505. Read 463-471.
Levin, B., Hennessy, K.D., & Petrila, J. (2004). Mental Health Services: A public health perspective. Oxford: Oxford University Press. Chapter 3; especially pages 42-50.
Zubritsky, C., Mullahy, M., Allen, M., & Alfano, E. (2006). The State of the Olmstead Decision and the Impact of Consumer Participation in Planning. American Journal of Psychiatric Rehabilitation, 9(2), 131-143. doi:10.1080/15487760600876345.
Optional
Lombardo, P. (1985). Three generations, no imbeciles: New light on Buck v. Bell. 60 New
York Law Review, 60(1), 30-62.
Summary
This week’s lesson centers on some of the key legal decisions that have influenced mental health policy and practices in the United States. We encourage you to explore some of the cases in depth which will be briefly described below; the facts of the cases can be very interesting. Remember, you will be responsible for writing a paper related to mental health law that will be due October 4th.
Early Court Involvement in Mental Health Policy
Until the middle of the 20th century with the advent of the civil rights movement, there were few laws protecting the rights of people with mental illness. Decision-making regarding hospitalization and care was left to hospital directors and psychiatrists with no required consent of the individual. Persons with mental illness could be involuntarily committed to a mental institution and remain there indefinitely with no legal protections. They could be medicated and operated on without their consent. No protections existed to assure that they were treated humanely and that the facilities in which they were housed were sanitary. When lawsuits were brought to defend their rights, cases were very often dismissed or ruled against them One extreme example was Buck v. Bell (1924), where the U.S. Supreme Court ruled that the forced sterilization of a young woman with a developmental disability was not a violation of the Due Process clause of the 14th Amendment to the U.S. Constitution.
Protections that required medical professionals to obtain patient consent before performing a procedure were afforded in Schloendorff v Society of New York Hospital in 1914 but these protections did not applied to those patients who were not of “sound mind”. Only much more recently have medical professionals been required to extend these protections to those with mental illness (see Salgo v. Leland Stanford Jr. University Board of Trustees ...
The document discusses standards for culturally and linguistically appropriate health services. It outlines that programs receiving federal funding are required to provide language assistance services, including interpreters, to patients with limited English proficiency at no cost. It also mandates that these patients must be informed of their right to language assistance and that the competence of interpreters be ensured. Signage and materials must be made available in commonly encountered languages in the service area. Failure to comply can result in loss of federal funding. More than $1 trillion in excess direct and indirect medical costs over 3 years were estimated to result from health inequities faced by racial and ethnic minorities.
ASSIGNMENTDiscussion Victim Impact StatementAccording to th.docxmckellarhastings
ASSIGNMENT
Discussion: Victim Impact Statement
According to the National Center for Victims of Crime (2012), a victim impact statement, now allowed in all 50 states, provides victims with a way to explain how a crime has impacted their lives. This information can then be used by a judge “to help determine an offender’s sentence” or by a parole board to determine parole. In this Discussion, you will locate and analyze a victim impact statement.
To prepare:
Search the Internet and locate a victim impact statement (video or written).
Reflect on the background and relevant facts of the case for which the statement was prepared.
In a minimum of
300 words
, briefly describe the background of the case, including:
Criminals involved
Victims involved
Crime committed
Apparent impacts
Other relevant information to provide context
Summarize the main points made by the victim in his or her statement. If you were the judge in this case, how would this victim impact statement influence your sentencing? Finally, discuss whether you think victim impact statements are a necessary part of a criminal case. Be sure to provide a link to the video or site in your initial post
Reference
National Center for Victims of Crime. (2012). Victim impact statements. Retrieved from http://victimsofcrime.org/help-for-crime-victims/get-help-bulletins-for-crime-victims/victim-impact-statements
Reading material
Daigle, L. E. (2018). Victimology (2nd ed.). Thousand Oaks, CA: Sage Publishing.Chapter 5, “Victims’ Rights and Remedies” (pp. 59–74)
Victimology, 2nd Edition by Daigle, L.E. Copyright 2018 by Sage College. Reprinted by permission of Sage College via the Copyright Clearance Center.
Chapter 5 Victims’ Rights and RemediesLet’s revisit Polly now that it has been a few days since she was victimized. Remember that Polly is a young undergraduate student who was accosted by two offenders as she was walking home. Her school bag was stolen, and she was assaulted. Unlike most victims, Polly called the police to report what had happened to her. She had to have 10 stitches at the hospital. Clearly a victim, she was still questioned by the police about why she was walking home alone at night. She very well may have felt victimized by this questioning—and we know that she had a hard time emotionally after being victimized. She found it hard to get out of bed, and she missed several classes—she even altered her schedule and stopped going out alone at night.In Chapter 3, you considered the toll this victimization took on Polly—on her emotions and her lifestyle, and of course financially. As you know, Polly is not alone in suffering these costs. Many victims experience real costs and consequences. But how do victims deal with these outcomes? Are they left to recover on their own, or are services available to them? Whose responsibility is it to help crime victims? What happens when crime victims do not get the help they need and deserve? All these questions are add.
The document provides information about inclusive outreach and recruitment for Peace Corps volunteers. It discusses defining disability and disability etiquette. Key aspects of inclusion discussed are universal design of presentations and the importance of a culture of inclusion. Disclosure of disabilities by volunteers is addressed, noting it is an individual choice and private medical information.
This document discusses the role of advocates in assisting abused women, who are considered a special population. It notes that abused women experience emotional, physical, mental, and sexual abuse. Advocates need to fight for improved laws and enforcement around restraining orders, increase housing and medical resources for victims, and push for longer jail times for abusers to help break the cycle of abuse. Overall, the advocate's role is to support abused women and help them gain independence, safety, and resources as they leave abusive situations.
The document provides an overview of employment rights and protections under the Americans with Disabilities Act (ADA). It explains that the ADA prohibits employment discrimination against qualified individuals with disabilities. It defines key terms like disability, reasonable accommodation, undue hardship, and essential job functions. It also outlines employer rights and responsibilities in regards to medical exams, accommodation requests, and limitations.
This document discusses the complex relationship between compassion, safety, and rights in the context of mental health. It touches on issues like involuntary treatment, dangerousness, and the perspectives of those with lived experience of mental illness. The author has experience working in mental health advocacy and has dealt with these issues from many sides. They aim to examine these issues using multiple perspectives and the most current research and law.
Medical Whistleblower Canary Notes Newsletter 11 Psychiatric Rights &am...MedicalWhistleblower
The Declaration of the Rights of Disabled Persons was adopted by the United Nations in 1975. It defines ‘disabled person’ to mean ‘any person unable to ensure by himself or herself, wholly or partly, the necessities of normal individual and/or social life, as a result of deficiency, whether congenital or not, in his or her physical or mental capacities’. This definition includes people with a mental illness, whether or not they also have other disabilities. The Declaration recognizes that people with disabilities are entitled to:
• The inherent right to respect for their human dignity; The same fundamental human rights as other citizens, whatever the origin nature and seriousness of their handicaps and disabilities, including the right to a decent life - as normal and full as possible;
• The right to legal safeguards against abuse of any limitation of rights made necessary by the severity of a person’s handicap, including regular review and the right of appeal;
• The right to any necessary treatment, rehabilitation, education, training and other services to help develop their skills and capabilities to the maximum;
• The right to economic and social security and the right, according to their capabilities, to secure and retain productive employment and to join trade unions;
• The right to have their needs considered in economic and social planning; The right to family life, the right to participate in all social, recreational and creative activities and the right not to be subjected to more restrictive conditions of residence than necessary;
Medical Whistleblower Canary Notes Newsletter 11 Psychiatric Rights &am...MedicalWhistleblower
The Declaration of the Rights of Disabled Persons was adopted by the United Nations in 1975. It defines ‘disabled person’ to mean ‘any person unable to ensure by himself or herself, wholly or partly, the necessities of normal individual and/or social life, as a result of deficiency, whether congenital or not, in his or her physical or mental capacities’. This definition includes people with a mental illness, whether or not they also have other disabilities. The Declaration recognizes that people with disabilities are entitled to:
• The inherent right to respect for their human dignity; The same fundamental human rights as other citizens, whatever the origin nature and seriousness of their handicaps and disabilities, including the right to a decent life - as normal and full as possible;
• The right to legal safeguards against abuse of any limitation of rights made necessary by the severity of a person’s handicap, including regular review and the right of appeal;
• The right to any necessary treatment, rehabilitation, education, training and other services to help develop their skills and capabilities to the maximum;
• The right to economic and social security and the right, according to their capabilities, to secure and retain productive employment and to join trade unions;
• The right to have their needs considered in economic and social planning; The right to family life, the right to participate in all social, recreational and creative activities and the right not to be subjected to more restrictive conditions of residence than necessary;
• The right to protection against exploitation or discriminatory, abusive or degrading treatment;
• The right to qualified legal assistance to protect their rights, and to have their condition taken fully into account in any legal proceedings.
INTERNATIONAL HUMAN RIGHTS LAW ASSIGNMENT -III.pptxkassahunargaw1
This document discusses international human rights instruments that protect vulnerable groups. It outlines how the International Convention on the Elimination of Racial Discrimination protects racial and ethnic groups. It describes how the Convention on the Elimination of Discrimination Against Women aims to eradicate discrimination against women. It also discusses how the International Covenant on Civil and Political Rights and International Covenant on Economic, Social and Cultural Rights protect groups like women, children, minorities, and more. Finally, it summarizes key provisions of the Convention on the Rights of the Child related to protecting children.
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
- The Rights of Persons with Disabilities Bill 2016 expands the definition of disability from 7 to 21 recognized disabilities. It aims to bring Indian laws in line with the UN Convention on Rights of Persons with Disabilities.
- Key provisions include non-discrimination, equal opportunities, accessibility, social security, employment reservation and education inclusion for persons with disabilities.
- The bill mandates time-bound accessibility measures for public buildings and transport and aims to empower persons with disabilities through social participation and independent living.
The document discusses several aspects of human rights. It begins by defining some fundamental human rights like the right to life, liberty, security of person and property, and equal protection under the law. It gives examples of specific rights like freedom of occupation, religion, political participation, and association. It also mentions that these rights are guaranteed by documents like the Bill of Rights and Universal Declaration of Human Rights. The document goes on to discuss the Philippines' own tradition of human rights prior to Western influence as exemplified in ancient codes. It also outlines the Armed Forces' position of respecting human rights through disciplined behavior and observance of regulations.
Similar to Creating Accessible Services - 2014 (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. Creating Accessible Services:
A Training For Certified Domestic Violence Center
Advocates
Florida Coalition Against Domestic Violence
1
“Sponsored by the Florida Coalition Against Domestic Violence and
the State of Florida, Department of Children and Families.”
2. Training ObjectivesTraining Objectives
Advocates will gain knowledge on the link between
domestic violence and participants living with a
disability.
Advocates will be able to illustrate the meaning of the
word “accessible.”
Advocates will be able to identify at least three ways
they can enhance services to be more accessible to
participants living with a disability.
3. Civil Rights Acts Pertaining to DisabilityCivil Rights Acts Pertaining to Disability
Americans With Disabilities Act of 1990—Prohibits
discrimination based on a disability.
Title VIII of the Civil Rights Act of 1968—Provides for fair
and equal housing throughout the United States- The FairThe Fair
Housing ActHousing Act
4. Title VI of the 1964 Civil Rights Act
“No person in the United States shall, on the ground of race,
color or national origin, be excluded from participation in,
be denied the benefits of, or be subjected to
discrimination under any program or activity receiving
federal financial assistance.”
Section 601 of Title VI, 42 U.S.C. sec. 2000d
Civil Rights Act Pertaining toCivil Rights Act Pertaining to
Limited English ProficiencyLimited English Proficiency
5. The American With Disabilities Act and The Fair HousingThe American With Disabilities Act and The Fair Housing
ActAct
The American with Disabilities Act (ADA) and the Fair
Housing Act (FHA) are federal laws that ensure that people
with disabilities have equal access to services.
The FHA prohibits making a shelter unavailable based on a
person’s race, color, national origin, religion, sex, familial
status or disability.
The civil rights protections of Title II of the Americans
with Disabilities Act of 1990 apply to public entities,
regardless of whether they received federal financial
assistance.
All 42 certified domestic violence centers adhere to the
ADA and FHA.
6. The American With Disabilities Amendments Act of 2011The American With Disabilities Amendments Act of 2011
(ADAAA) and FHA Definition of a Disability is:(ADAAA) and FHA Definition of a Disability is:
a physical or mental impairment that substantially limits
one or more major life activities (sometimes referred to
in the regulations as an “actual disability”); or
a record of a physical or mental impairment that
substantially limited a major life activity
(“record of”); or
when a covered entity takes an action prohibited by the
ADA because of an actual or perceived impairment that
is not both transitory and minor (“regarded as”).
7. Examples of DisabilitiesExamples of Disabilities
Cognitive Disabilities Mental Health Disabilities
Aphasia
Brain injury
Attention-deficit
hyperactivity disorder
(ADHD)
Dyslexia
Language Delay
Learning disabilites
Obsessive-compulsive
disorder
Post-traumatic stress
disorder (PTSD)
Major depression
Bipolar disorder (also
referred to as manic-
depressive illness)
Schizophrenia
Personality Disorders
8. Examples of DisabilitiesExamples of Disabilities
Mobility/Physical Disabilities Sensory Disabilities
Partial or total paralysis
Amputation
Spinal injury
Arthritis
Muscular dystrophy
Multiple sclerosis
Cerebral Palsy
Blindness or visual
impairments
Deaf or Hard of Hearing
Tactile processing delays
Sensory integration
disorder
9. Domestic Violence and DisabilityDomestic Violence and Disability
Women living with disabilities have a greater risk of
violence than women without disabilities.
The most common perpetrators of violence against
women living with disabilities are their male partners.
Women with disabilities are three times more likely to
be sexually assaulted than women without disabilities.
Office on Women’s Health, U.S. Department of Health and Human Services.(2011). Violence Against Women With Disabilities
[Data file]. Retrieved from http://www.womenshealth.gov/violence-against-women/types-of-violence/violence-against-women-
with-disabilities.html 9
10. People Living with Disabilities are atPeople Living with Disabilities are at
an Increased Risk of Victimizationan Increased Risk of Victimization
For longer periods of time
11.3 years vs. 7.1 years in situations of physical abuse
8.3 years vs. 4.1 years in situations of sexual abuse.
By multiple perpetrators over a life time.
Trauma often not considered in a medical model.
Victims of violence are at risk of permanent disability:
Traumatic Brain Injury (TBI)
Post-Traumatic Stress Disorder
Physical Disabilities.
10
Nosek, M. Ph.D., & Hughes, R. Ph.D.(2002). Violence Against Women With Physical Disabilities Retrieved from
https://www.bcm.edu/research/centers/research-on-women-with-disabilities/index.cfm?pmid=1409
11. Types of Abuse Perpetrated Against Participants LivingTypes of Abuse Perpetrated Against Participants Living
with a Disabilitywith a Disability
Disability-related
emotional abuse may
include threats of
abandonment, belittling,
or accusation of faking.
Destroying assistive
equipment such as:
hearing aids, canes and
even service animals
Withholding finances,
misusing or delaying
needed supports or
medications.
Disability-related
physical abuse may
include being restrained
or left in a wheelchair
for days.
12. Types of Abuse Perpetrated Against Participants LivingTypes of Abuse Perpetrated Against Participants Living
with a Disabilitywith a Disability
Calling the participant CRAZY, NUTS, HYSTERICAL.
Telling friends and co-workers that the participant has a
mental illness.
Threatening to take the children away stating courts will
not allow a CRAZY person to have custody of a child.
13. Violence against Women withViolence against Women with
DisabilitiesDisabilities
http://www.youtube.com/watch?
v=EovgP4YXjL8
14. Becoming AccessibleBecoming Accessible
1st
Decide as an agency to become accessible.
2nd
Consider how each service may be accessed by people
living with different disabilities.
3rd
Adjust programs to be accessible to all.
15. FHA and Reasonable AccommodationsFHA and Reasonable Accommodations
The FHA makes it unlawful for any person to refuse “to
make reasonable accommodations in rules, policies,
practices, or services, when such accommodations may
be necessary to afford person(s) living with disabilities
equal opportunity to use and enjoy a dwelling.”
15
The Fair Housing Act,42 U.S.C. & 3604(f)(3)
(B).
16. Examples of Reasonable AccommodationsExamples of Reasonable Accommodations
Hotline services that are accessible to callers living with
a speech or hearing disability like Relay Service access
or TDD access.
Private room in shelter if the individual has a immune
disorder that prohibits the person from sharing a room.
Installing ramps or lifts in order to give access to
individuals living with limited mobility.
17. Right to AccommodationsRight to Accommodations
Centers should post a notice in residential and non-
residential service areas that participants may request
reasonable accommodations to make services accessible.
18. Accessibility and Certified Domestic Violence CentersAccessibility and Certified Domestic Violence Centers
Accessibility is more then physical access, providing
auxiliary aids or providing documents in alternate
languages.
It is about Inclusive Services for ALL Participants!
20. Example of Inclusive ServicesExample of Inclusive Services
Jane is living with a
vision disability and
discloses this on a
hotline call when
seeking information on
outreach services.
How should the advocate
respond?
21. The Advocate’s ResponseThe Advocate’s Response
Notify the participant when making the appointment that
your center provides accommodations free of charge.
An accommodation request may include printing
documents with a larger font size.
23. HotlineHotline
The hotline is your
doorway to services
Screen In NOT
Screen Out
X“Can you care for
you self?”
X“Are you on
medication for your
mental illness?”
24. HotlineHotline
TDD and Relay
Services.
Do not make
assumptions about
someone’s speech.
Ask everyone the same
qualifying questions.
25. HotlineHotline
Do ask
“Will you need any
special
accommodations during
your stay in shelter?”
“You are able to request
an accommodation at
any time while
receiving services from
our center”
26. Auxiliary Aid PlansAuxiliary Aid Plans
Review your agency’s auxiliary aid plan.
Plan ahead and be prepared.
For example, know your local sign language interpreter service.
Do not make assumptions of an individual’s needs or
wants.
Ask.
For example, not all individuals who are Blind read Braille.
Some may prefer an audio file or other form of media file of
safety planning tools.
27. Examples of Auxiliary AidsExamples of Auxiliary Aids
Pocket Talker
Certified Sign Language Interpreter
Telecommunication Device for the Deaf
Service Animal
Communication Access Real-time Translation Services
28. Examples of Auxiliary Aids to Support Safety PlanningExamples of Auxiliary Aids to Support Safety Planning
Create audio files of safety planning tools and provide
headphones for individuals to listen to the audio files on
the computer or CD player if they have a vision
disability.
Be prepared to draft a safety plan using an electronic
version or simpler language.
Contact your local Center for Independent Living (CIL)
to determine other auxiliary aids that may be used to
support safety planning.
29. Service Animals: American With Disabilities ActService Animals: American With Disabilities Act
Service animal is defined by the ADA as any dog or
miniature horse that is individually trained to do work or
perform tasks for the benefit of an individual with a
disability, including a; physical, sensory, psychiatric,
intellectual, or other mental disability.
Service animals must be permitted to accompany people
living with disabilities in all areas where members of the
public are allowed to go.
29
30. Documentation of Service AnimalsDocumentation of Service Animals
Under the ADA, you may make only limited inquiries
about the service animal. The ADA regulations permit
only two inquiries if you are not certain that an animal is
a service animal:
• Is this animal required because of a disability?
• If so, what work or task(s) has the animal been trained to
perform?
31. Emotional Support Animal: Fair Housing ActEmotional Support Animal: Fair Housing Act
The Fair Housing Amendments Act applies to shelter
and transitional living programs and requires that if an
animal is an emotional support animal and the person
needs the support animal in order to have equal access to
a dwelling then an emotional support animal must be
permitted as a reasonable accommodation.
32. Practice Tip:Practice Tip:
A recommendation that agencies providing short-term,
emergency shelter refrain from requiring documentation
of the need for the emotional support animal.
Shelter residents often do not come with documentation,
having fled their homes.
If the center’s policy is to ask for documentation, you
must ask all participants for the same documentation
regarding emotional support animals.
33. Support Group AccessibilitySupport Group Accessibility
A support group consists of a variety of people and there
may be people living with a disability that attend as well
as people that have limited English proficiency.
What steps can you take to ensure that people will have
equal access to the support group?
34. Tips to Make Support Groups More AccessibleTips to Make Support Groups More Accessible
Have multiple
advocates to facilitate
group
List of online support
groups
Alternate formats of
printed materials
Keep physical
accessibility in mind
when using an off-site
location
Offer auxiliary aids
Convey in spoken words
what is distributed in
written word
Give the participant
enough time to articulate
his or her thoughts and
do not interrupt or finish
sentences for a
participant
35. Another Tip For Accessible Support GroupsAnother Tip For Accessible Support Groups
Language is key to facilitating a productive and
accessible support group.
37. Examples of People First LanguageExamples of People First Language
Instead of Saying: Say:
Disabled Person
I work with mentally
challenged people
Bob is wheelchair bound
Luke’s a slow learner
My deaf sister
Person living with a
disability
I work with people living
with a mental health
disability
Bob uses a wheelchair
Luke is living with a brain
injury
My sister is Deaf
38. Accessible LanguageAccessible Language
Terms to Use: Terms Not to Use:
Mental health disability
Person who uses a
wheelchair
Someone of short stature
Person living with a
disability
Blind or visual disability
Deaf or Hard of Hearing
Intellectual disability
Non-visible disability
Crazy
Cripple
Dwarf or Midget
Handicap
Physically Challenged
Retard/Retarded
The Disabled
Wheelchair-bound
Suffers from a disability
39. Title VI of the 1964 Civil Rights ActTitle VI of the 1964 Civil Rights Act
The U.S. Supreme Court stated that one type of national
origin discrimination is discrimination based on a person’s
inability to speak, read, write or understand English (Lau v.
Nichols (1974))
President Clinton signed Executive Order 13166 in Aug.
2000: "Improving Access to Services for Persons with
Limited English Proficiency.”
40. Limited English Proficiency (LEP)
LEP persons are those individuals who do not speak
English as their primary language and have a limited ability
to read, write, speak or understand English.
Recipients of federal financial assistance have a
responsibility to take reasonable steps to ensure meaningful
access to their programs and activities by persons with LEP.
41. Example of an Accommodation for LEP ParticipantsExample of an Accommodation for LEP Participants
An advocate can have a qualified German language
interpreter available to translate for a participant who
speaks German as their primary language and requires
help completing an application.
The center can have forms available in both English and
Spanish for participants who speak Spanish as their
primary language.
42. CertificationCertification
Sign Language Interpreters must be certified by the
State of Florida.
Qualified Oral Interpreter- An individual who can
competently render a message spoken or written from
one language into one or more other languages.
43. Guidelines on Language InterpretersGuidelines on Language Interpreters
Staff can only act as a sign language interpreter if they
are certified by the State of Florida.
Staff can act as qualified foreign language interpreters
for participants that identify as LEP.
Sign Language and Foreign Language Interpreters are
Provided to the Participant at NO Charge.
44. What can you do to be accessible?What can you do to be accessible?
Just Ask
Universal Access
Community Resources
45. Just AskJust Ask
Do not assume every person living with a vision
disability, mental health disorder or physical disability
requires the same accommodations or faces the same
challenges.
It is acceptable to ask questions about a person’s
disability once they disclose if the questions are for the
sole purpose of providing accessible services, not for
gossip or idle curiosity.
46. Universal AccessUniversal Access
Strive to create programs that are
accessible to all instead of augmenting
services upon request.
In other words, be prepared when
someone living with a disability accesses
your services.
47. ResourcesResources
Centers for Independent Living (CIL)
◦ www.floridacils.org
Florida Alliance for Assistive Services and Technology
(FAAST)
◦ www.faast.org
Florida Telecommunication Relay, Inc. (FTRI)
◦ www.ftri.org
48. At the conclusion of this training:At the conclusion of this training:
Advocates should be able to identify services that can be
modified to be accessible for participants living with a
disability.
Advocates should have more understanding of the
tactics that perpetrators use to control a participant
living with a disability.
Advocates should be able to discuss the meaning of
accessible services.
49. Thank youThank you
Thank you for completing this course
and good luck on the quiz!
You have earned two training hours for
this course.
Please contact Maggie Cveticanin,
Domestic Violence, Disability
Compliance and Abuse in Later Life
Specialist at
cveticanin_maggie@fcadv.org or (850)
425-2749 if you have any questions.