Feature
Human rights training: impact on
attitudes and knowledge
Michelle Redman, Eleanor Taylor, Reuben Furlong, Ged Carney and Beth Greenhill
Abstract
Purpose – People with learning disabilities are vulnerable to human rights violations, creating a need for
human rights education for both services users and support staff. This research paper aims to examine
factors contributing to effective human rights training for staff. It seeks to investigate human rights
awareness training (HRAT) within an NHS setting and its effect on human rights knowledge and attitudes
towards human rights.
Design/methodology/approach – A total of 23 support staff were given HRAT, completing a ‘‘human
rights based approach knowledge quiz’’ and an ‘‘attitudes to human rights questionnaire’’ before and
after training.
Findings – The results indicated that HRAT had a significant effect on human rights knowledge scores;
however, training had no significant effect on attitudes towards human rights and no significant
relationship between staff attitude and human rights knowledge was found.
Research limitations/implications – Future training would benefit from a greater focus on
psychological theories of attitudes and behaviour in the planning, execution and evaluation of the
training. This may help to facilitate development of positive attitudes towards human rights. A validation of
the measure of attitudinal change is needed. Training models with a greater emphasis on staff’s emotional
responses, defences and the impact of organisational culture may allow a deeper understanding of the
complexities of delivering effective human rights training.
Originality/value – This research paper highlights the need for human rights training; one that
encompasses attitudinal change as well as basic education. Without effective training to secure staff
engagement in organisational change, human rights legislation is unlikely to create meaningful change
in the lives of people with learning disabilities.
Keywords Human rights, Staff training, Attitudes, Organizational culture, Learning disabilities,
Psychological reactance
Paper type Research paper
Introduction
From the beginning of recorded history, people with disabilities have been enslaved, abused and
neglected (Owen and Griffiths, 2009, p. 15).
The protections afforded by the 1998 Human Rights Act are fundamental for vulnerable
groups such as those people with learning disabilities who face victimisation, discrimination
and violation of their rights (Mazzucchelli, 2001; Department of Health, 2008; Ministry of
Justice, 2008). Reports (Joint Committee on Human Rights, 2008) highlight abuse, lack of
privacy and difficulties arising from poor communication as explicit concerns for service
users with learning disabilities. Within an NHS based explicitly on human rights principles
(Department of Health, 2009), there is an urgent need to address these issues.
PAGE 80 j TIZARD LEARNING DISABILITY REVIEW ...
Human Rights Its Meaning and Practicein Social Work Field S.docxSusanaFurman449
Human Rights: Its Meaning and Practice
in Social Work Field Settings
Julie A. Steen, Mary Mann, Nichole Restivo, Shellene Mazany, and Reshawna Chapple
The goal of the study reported in this article was to explore the conceptualizations of human
rights and human rights practice among students and supervisors in social work field settings.
Data were collected from 35 students and 48 supervisors through an online survey system
that featured two open-ended questions regarding human rights issues in their agency and
human rights practice tasks. Responses suggest that participants encountered human rights
issues related to poverty, discrimination, participation/self-determination/autonomy, vio-
lence, dignity/respect, privacy, and freedom/liberty. They saw human rights practice as en-
compassing advocacy, service provision, assessment, awareness of threats to clients’ rights,
and the nature of the worker–client relationship. These results have implications for the
social work profession, which has an opportunity to focus more intently on change efforts
that support clients’ rights. The study points to the possibilities of expanding the scope of
the human rights competency within social work education and addressing the key human
rights issues in field education.
KEYWORDS: accreditation standards; educational policy; field education; human rights;
social work education
In the most recent edition of Social Work Speaks,
the National Association of Social Workers
(NASW) (2015b) announced that “the struggle
for human rights remains a vital priority for the social
work profession in the 21st century” (p. 186). The
International Federation of Social Workers (IFSW)
(2012), which is the international umbrella organiza-
tion for national social work associations, has inte-
grated the concept of human rights into their
Statement of Ethical Principles. Through this docu-
ment, they call on social workers to “uphold and
defend” (IFSW, 2012) the human rights of clients.
In addition, they present international human rights
conventions as key to “social work practice and
action” (IFSW, 2012). Although NASW (2015a)
does not explicitly use the term “human rights” in its
Code of Ethics, many of the concepts within the
national document are derived from the human
rights philosophy. For example, the code requires
social workers within the United States to respect
“the dignity and worth of the person” (NASW,
2015a, p. 5), “facilitate informed participation by the
public in shaping social policies and institutions”
(NASW, 2015a, p. 27), and work to “ensure that all
people have equal access to the resources, employ-
ment, services, and opportunities they require to
meet their basic human needs” (NASW, 2015a, p.
27). These responsibilities align with the types of
human rights classified as integrity of the body, polit-
ical rights, and social and economic rights (Steen,
2006).
Although social work professional organizations
on the national and international levels e.
This document discusses promoting equality, diversity, and inclusion in health and social care. It outlines key models and legislation that support these values, including the difference and diversity model, equal opportunities approach, dignity in care initiative, and Equality Act 2010. The document also analyzes potential barriers to equality and inclusion, such as attitudinal, physical, social, communication, and political barriers. Promoting inclusion requires identifying and addressing these barriers to ensure all individuals receive discrimination-free access to services.
The document discusses occupational therapy interventions for clients in an oncology setting. It states that clients can expect occupational therapists to comply with government legislation, plans, standards and guidelines regarding quality of cancer care. Occupational therapists are expected to conduct thorough assessments of clients' physical, functional, psychological and social needs and utilize a multidisciplinary approach to maximize independence and quality of life. Core skills clients can expect from occupational therapists include using purposeful activities and environmental modifications to promote health and function. The treatment process involves problem-solving approaches like gathering information, assessing issues, and planning interventions.
Developing a Progressive AdvocacyProgram Within a HumanS.docxhcheryl1
This document discusses developing a progressive advocacy program within a human services agency. It defines progressive advocacy as advocacy that seeks social change to address underlying structural inequities and meaningfully engages agency clients in the advocacy process.
The document provides a rationale for advocacy within human services agencies, noting their role in social change movements and expertise regarding social problems. It also discusses the policy cycle and need for dedicated advocacy efforts.
Core principles for developing an advocacy program include starting where the agency currently is, leveraging the knowledge of service staff and clients, working in coalitions, and only advocating within the agency's areas of expertise. The document concludes with a case study of developing advocacy in a homeless services agency.
Unit 1 communication in health and social careDavid Mark
This document provides an overview of the unit "Communicating in Health and Social Care Organizations". The unit aims to develop learners' awareness of different forms of communication used in health and social care settings and its importance. It will cover exploring communication skills and techniques, barriers to communication, supporting individuals' communication needs, and maintaining confidentiality. Learners will also examine how values, culture, legislation and organizational systems can influence communication. Finally, the use of information and communication technology in health and social care will be analyzed, including benefits and legal considerations.
The key issues identified in the Children's Hospital case are leadership, accountability, and communication. As COO, Morath aims to improve patient safety but lacks a detailed plan and ability to implement changes. The hospital has short-term problems with communication and priorities, and long-term problems with structure and accountability for reporting errors. Alternative solutions include implementing best practices through leadership training, communication, and continuing education. The recommended solution is for Morath to conduct a focus group using participatory action research to gather staff input and promote cultural change from the bottom-up.
Human Rights Its Meaning and Practicein Social Work Field S.docxSusanaFurman449
Human Rights: Its Meaning and Practice
in Social Work Field Settings
Julie A. Steen, Mary Mann, Nichole Restivo, Shellene Mazany, and Reshawna Chapple
The goal of the study reported in this article was to explore the conceptualizations of human
rights and human rights practice among students and supervisors in social work field settings.
Data were collected from 35 students and 48 supervisors through an online survey system
that featured two open-ended questions regarding human rights issues in their agency and
human rights practice tasks. Responses suggest that participants encountered human rights
issues related to poverty, discrimination, participation/self-determination/autonomy, vio-
lence, dignity/respect, privacy, and freedom/liberty. They saw human rights practice as en-
compassing advocacy, service provision, assessment, awareness of threats to clients’ rights,
and the nature of the worker–client relationship. These results have implications for the
social work profession, which has an opportunity to focus more intently on change efforts
that support clients’ rights. The study points to the possibilities of expanding the scope of
the human rights competency within social work education and addressing the key human
rights issues in field education.
KEYWORDS: accreditation standards; educational policy; field education; human rights;
social work education
In the most recent edition of Social Work Speaks,
the National Association of Social Workers
(NASW) (2015b) announced that “the struggle
for human rights remains a vital priority for the social
work profession in the 21st century” (p. 186). The
International Federation of Social Workers (IFSW)
(2012), which is the international umbrella organiza-
tion for national social work associations, has inte-
grated the concept of human rights into their
Statement of Ethical Principles. Through this docu-
ment, they call on social workers to “uphold and
defend” (IFSW, 2012) the human rights of clients.
In addition, they present international human rights
conventions as key to “social work practice and
action” (IFSW, 2012). Although NASW (2015a)
does not explicitly use the term “human rights” in its
Code of Ethics, many of the concepts within the
national document are derived from the human
rights philosophy. For example, the code requires
social workers within the United States to respect
“the dignity and worth of the person” (NASW,
2015a, p. 5), “facilitate informed participation by the
public in shaping social policies and institutions”
(NASW, 2015a, p. 27), and work to “ensure that all
people have equal access to the resources, employ-
ment, services, and opportunities they require to
meet their basic human needs” (NASW, 2015a, p.
27). These responsibilities align with the types of
human rights classified as integrity of the body, polit-
ical rights, and social and economic rights (Steen,
2006).
Although social work professional organizations
on the national and international levels e.
This document discusses promoting equality, diversity, and inclusion in health and social care. It outlines key models and legislation that support these values, including the difference and diversity model, equal opportunities approach, dignity in care initiative, and Equality Act 2010. The document also analyzes potential barriers to equality and inclusion, such as attitudinal, physical, social, communication, and political barriers. Promoting inclusion requires identifying and addressing these barriers to ensure all individuals receive discrimination-free access to services.
The document discusses occupational therapy interventions for clients in an oncology setting. It states that clients can expect occupational therapists to comply with government legislation, plans, standards and guidelines regarding quality of cancer care. Occupational therapists are expected to conduct thorough assessments of clients' physical, functional, psychological and social needs and utilize a multidisciplinary approach to maximize independence and quality of life. Core skills clients can expect from occupational therapists include using purposeful activities and environmental modifications to promote health and function. The treatment process involves problem-solving approaches like gathering information, assessing issues, and planning interventions.
Developing a Progressive AdvocacyProgram Within a HumanS.docxhcheryl1
This document discusses developing a progressive advocacy program within a human services agency. It defines progressive advocacy as advocacy that seeks social change to address underlying structural inequities and meaningfully engages agency clients in the advocacy process.
The document provides a rationale for advocacy within human services agencies, noting their role in social change movements and expertise regarding social problems. It also discusses the policy cycle and need for dedicated advocacy efforts.
Core principles for developing an advocacy program include starting where the agency currently is, leveraging the knowledge of service staff and clients, working in coalitions, and only advocating within the agency's areas of expertise. The document concludes with a case study of developing advocacy in a homeless services agency.
Unit 1 communication in health and social careDavid Mark
This document provides an overview of the unit "Communicating in Health and Social Care Organizations". The unit aims to develop learners' awareness of different forms of communication used in health and social care settings and its importance. It will cover exploring communication skills and techniques, barriers to communication, supporting individuals' communication needs, and maintaining confidentiality. Learners will also examine how values, culture, legislation and organizational systems can influence communication. Finally, the use of information and communication technology in health and social care will be analyzed, including benefits and legal considerations.
The key issues identified in the Children's Hospital case are leadership, accountability, and communication. As COO, Morath aims to improve patient safety but lacks a detailed plan and ability to implement changes. The hospital has short-term problems with communication and priorities, and long-term problems with structure and accountability for reporting errors. Alternative solutions include implementing best practices through leadership training, communication, and continuing education. The recommended solution is for Morath to conduct a focus group using participatory action research to gather staff input and promote cultural change from the bottom-up.
Human rights recovery training proposal sept 2012GatewayMHProject
Amnesty International Ireland is developing human rights training for mental health professionals to be based on the UN Convention on the Rights of Persons with Disabilities. The training will promote human rights principles and values to enhance recovery for service users. An e-learning module will be created, involving experts with lived experience, to educate professionals so that their interactions are respectful and the culture of mental health services is grounded in human rights. The training aims to positively impact service users' experiences and the attitudes of staff.
Programs for public health practitioners in the field, due to the profession is so dispersed in its work—from employment in private managed care organizations and clinics. The main purpose of this study is to analysis the relationship between law and ethics with public healthcare performance. The present study used a quantitative research design, specifically the descriptive survey design. This is because such design accurately and objectively describes the characteristics of a situation or phenomenon being investigated in a given study. It provides a description of the variables in a particular situation and, sometimes, the relationship among these variables rather than focusing on the cause-and effect relationships. Thus, this study used a questionnaire which was developed from previous research in order to measure the relationships among the investigated variables. This study was carried out in different healthcare centers located in Erbil, the total of 81 participants participated in this study. The researcher developed research hypothesis as follow; there is a positive and significant relationship between law and healthcare performance in Erbil. The finding of this study showed that the value of beta for law and ethics factor is .749 with the P-value .000 this means that the law and ethics will have positive and significant influence on healthcare performance; accordingly the main research hypothesis is supported.
Journal of Human Services Fall/2018
35
A Phenomenological Study on Meaningful Professional
Experiences for Human Services Professionals
Saundra Penn and Hannah Baartmans
Abstract
Human services professionals are a relatively new addition to the realm of professionals in the
mental health community. As such, little research has explored how human service professionals
make meaning out of their experiences with clients. Thus, this phenomenological study explored
the defining professional experiences of human services professionals providing direct care to
persons with mental health and/or developmental disabilities. Findings related to the intensive
role of the human services professional, intrinsic rewards, client connections, barriers to service
provision and professional development, self-care, and ethical issues are discussed.
Literature Review
The human services profession emerged in the 1960s. As communities transitioned from
institutional mental health care, the need for associate and bachelor level community-based
professionals grew (Neukrug, 2017; Woodside & McClam, 2015). Often, human services
professionals are referred to professionally as case managers, generalists, and direct service
providers. Many are responsible for coordinating, consulting, counseling, planning, problem
solving, and record keeping (Taylor, Bradley, & Warren, 1996; Woodside & McClam, 2013). As
generalists, human services professionals are often capable of performing their roles and duties
in many settings and expected to support a range of client populations and demographics
(Neukrug, 2017; Woodside & McClam, 2015).
Human services professionals are often accountable for client care in two primary ways:
direct care of clients and managing and coordinating services for clients within the community
(Neukrug, 2017; Woodside & McClam, 2015). In many cases, this creates a “dual role” as
human services professionals are both providers of care and brokers of services. At the micro-
level, direct service providers are empowering their clients, providing support, and intervening in
times of crisis. At the macro level, they are creating a community network of supports for clients
as well as managing and facilitating these services (Taylor et al., 1996). Several researchers have
explored the challenging nature and complex roles of human services professionals and their
workload (Taylor, et al., 1996; Woodside, McClam, Diambra, & Varga, 2012).
Woodside et al. (2012) examined what time meant to 46 human services professionals.
After completing thematic analysis, the researchers discovered that these professionals had a
“never-ending pace,” highlighting the agencies’ demands, the intensity of client care, and the
lack of time to accomplish it. Moreover, human services professionals admitted that indirect
...
This program summary describes a Human Services degree program that trains students to work in a variety of social service settings by providing therapeutic, supportive, and preventive services to clients. The 2-year program includes courses in psychology, sociology, counseling skills, case management, cultural diversity, and two semesters of fieldwork experience. Graduates will be equipped to assess client needs, match them with services, and advocate on their behalf in settings like senior centers, prisons, schools, and mental health facilities.
STATEMENT 20 Human service professionals are aware of sociopoliti.docxsusanschei
STATEMENT 20: Human service professionals are aware of sociopolitical issues that differentially affect clients from diverse backgrounds.
Week 1 Assignment
Application: Human Services Philosophy Statement and Portfolio
Week 2 Assignment
Application: Artifact—Case Management Plan
Week 3 Assignment
Application: Artifact—Professional Statement on Interviewing
Week 4 Assignment
Application: Artifact—Logic Model
Running head: Assignment 1
1
Assignment 1
4
Human Services Philosophy Statement
Linda Dotson
Walden University
Human Services Philosophy Statement
Introduction
The same way engineers and architects rely heavily on blue prints in order to understand the nature of their work and communicate to other people effectively what they are capable of, is the same way human services professional depend on the philosophy statements to communicate their professionalism in their line of work. One segment of this philosophy statement is the portfolio which tells a lot about a student or any professional for it can be used to quickly assess a person’s expertise, values, experiences and even some social, cultural and ethics of a person. Therefore, a portfolio forms a very crucial part of the philosophy statements which dictates any informs a lot about any professional in the human services sector.
Many scholars in the recent? have all agreed that the best way to do a quick assessment on both students and even those who are already in the field of human services is by understanding their
educational, professional and ethical values of a person summarized by one’s portfolio (Gray, Dean, Agllias, Howard, & Schubert, 2015). Therefore, when developing a portfolio one should tackle the three key components which are the purpose the portfolio is intended to serve, the definition of what expertise the person may have accrued over their educational period and finally the pragmatics which is very important and the language one uses in delivering their information matters a lot. It promotes the development of skills and knowledge that might be the very key in the implementation of individual
compiling the portfolio.
Human services in the recent past have been given little recognition globally but the role the sector plays in human is very pivotal. Since so many praises can be given to engineers, lawyers or even doctor but the human service industry will forever remain the backbone of humanity for without it there can never be other fields of study which rely on humanity as they serve the human needs. But ideally of what purpose could science serve if there is humanity to appreciate the beauty of science? It therefore means that human service is very fundamental field in any human race.
This field requires support from every relevant stakeholder in order to make its contribution recognizable globally. For instance, the case of flooding and civil war, the major sector which has been in the fore front to restore the sanctity of humanity is the human se.
Advocating for Advocacy An Exploratory Survey on Student Advo.docxdaniahendric
Advocating for Advocacy: An Exploratory Survey on Student Advocacy
Skills and Training in Counseling Psychology
Alyssa M. Ramírez Stege, Dustin Brockberg, and William T. Hoyt
University of Wisconsin—Madison
Advocacy is considered a core competency within the field of counseling psychology, however more
attention is needed to the training and assessment of advocacy competence for counselors-in-training.
This study utilized Ratts and Ford’s (2010) Advocacy Competencies Self-Assessment survey to measure
self-perceived advocacy competence of master’s and doctoral students within counseling (Council for
Accreditation of Counseling and Related Educational Programs–accredited) and counseling psychology
(American Psychological Association–accredited) programs. An exploratory factor analysis suggested 3
underlying factors in self-reported advocacy competence: Alliance Building and Systems Collaboration,
Action and Assessment, and Awareness Building. Master’s and doctoral students displayed marginal
differences in Advocacy Competencies Self-Assessment scores with doctoral students scoring slightly
higher in the Awareness Building factor. Respondents’ perceived level of advocacy importance was a
significant predictor of advocacy competence. Program characteristics (advocacy-related resources and
opportunities to engage in advocacy activities) were also significant predictors of perceived competence.
We propose a developmental model of advocacy competency acquisition as a basis for future research
on assessment and training of advocacy skills.
Keywords: psychology training, advocacy, competence, social justice, assessment
Counseling psychologists and other counseling professionals
have recognized the need to move beyond the confines of the
traditional counseling space and into the communities in which
they serve (Vera & Speight, 2003). Consequently, counseling
professionals have made efforts to become agents of social change
through advocacy—seeking to confront, challenge, and eliminate
institutional and social barriers that harm clients’ well-being
(Kiselica & Robinson, 2001; Ratts, 2009; Myers, Sweeney, &
White, 2002; Smith, Reynolds, & Rovnak, 2009). Advocacy can
be defined as “the process or act of arguing or pleading for a cause
or proposal” to promote social change (Myers et al., 2002, p. 394)
and is often linked to the social justice ideals of the counseling
field.
Advocacy has been recognized as an important skill in the
counseling profession (Myers et al., 2002; Ratts, D’Andrea, &
Arredondo, 2004). At the master’s level of training, the American
Counseling Association (ACA) has endorsed the advocacy com-
petencies (Lewis, Arnold, House, & Toporek, 2003), considering
advocacy happens at multiple levels (e.g., client, underprivileged
groups, legislative) and is achieved by counselors acting with or on
behalf of clients to increase their ability to utilize and access
resources that impede their development (Lewis et al., 2003).
There are six A ...
Role Of Public Health Personnel And Nurses In Disaster...Lynn Holkesvik
The document discusses the disadvantages of the New Public Management (NPM) approach in public administration. It argues that while NPM aims to improve efficiency by applying private sector practices, it can undermine important public sector values like equality, accountability, and citizenship. Specifically, NPM's emphasis on competition and outsourcing reduces cooperation and information sharing between public organizations. It can also weaken political control and public accountability. Overall, while NPM seeks to make government more business-like, this risks compromising core principles of public service.
Elnaz Alimi1. Which theory bases would you use to guide your pro.docxchristinemaritza
This document discusses theories that could guide occupational therapy work with immigrant and refugee populations. It outlines the Person-Environment-Occupation-Performance model and theories from immigration studies including the trajectory approach, cross-national framework, and life course modifiers. Key concepts discussed are occupational engagement, sense of doing, being, belonging, and becoming. The document evaluates how assessments and interventions could be adapted to be accessible and culturally relevant for diverse disabilities and social groups within immigrant communities.
Here is a draft patient advocacy essay:
The Importance of Patient Advocacy in Nursing
Patient advocacy is a core component of the nursing profession. Nurses are in a unique position to serve as the voice for patients and ensure their needs, values, and preferences are respected. As the healthcare providers who spend the most time with patients, nurses gain invaluable insights that allow them to effectively advocate. This essay will explore the reasons why patient advocacy is so important for nurses and provide examples of advocacy in practice.
There are several key reasons why patient advocacy is such an important role for nurses. First, patients are often vulnerable or unable to clearly communicate their needs due to illness, disability, or other factors. As advocates, nurses can
Running Head DEPT OF VETERANS AFFAIRS1DEPT OF VETERANS .docxhealdkathaleen
Running Head: DEPT OF VETERANS AFFAIRS
1
DEPT OF VETERANS AFFAIRS
3
Evaluation of the Agency’s Budgeting and Cumulative Report
Lauren Riley
Professor Andre Lee
Public Administration Capstone
December 15, 2019
1. Observations about the success of the agency and areas for improvement.
The first observation is health; the department has done all it can to provide vital services to American veterans, and amongst them is their health. Apart from the physical injury, which most of the veteran’s face, other forms of injury such as traumatic brain injury are quite serious.
The second observation is the benefits programs. Currently, the agency provides benefit programs to injured veterans and their families. These benefits are meant for the upkeep of the soldiers and their dependents. Currently, the agency provides a specific amount of upkeep money to the dependents as per the grievousness of the injury to the veteran or even in the event of a loss of the veteran (Rugen et al., 2015).
The third observation is the access to the national cemeteries for the former military personnel. This has been done in a very seamless manner, and this is meant to ensure that veterans feel part of the American heritage of patriotism and that they are being cherished.
2. Recommendations for improvement
From the first observation, the agency can reach out to veterans in order to assess their well-being in totality. Well-being, in this case, can mean assessing their mental well-being and testing them whether they have a dramatic brain injury that affects their lives after resignation from active service. One of the areas that the agency can improve on includes testing the veterans for post-traumatic stress disorder. Such testing is done with the aim of ensuring that they can better cope with society even after they have resigned from active service.
The agency can improve on this by looking into the education of the dependents. Apart from the monetary benefits, it would be critical for the agency to ensure that the dependents are as successful as when their loved one was alive. However, this needs a rigorous assessment of the cost-benefit analysis of the project as a whole. Such a strategy, according to the works of VA. Office of Public and Intergovernmental Affairs. (2019) goes a long way in ensuring that the loved ones and dependents of the veterans feel part and parcel of the American society in its entirety.
In addition to the third observation, the agency could reach out to the veterans who have resigned from active service. Some of them might not perceive the need to reach out for support, and for this reason, the agency can step in to reach out to them and find out if they need services such as financial aid and health reimbursements. What the agency can do in this case is followed up on the lives of the veterans right after they have resigned from active service. They can also serve as an inspiration to not only the veterans but society as well.
...
This document discusses the legal and historical context of social work with adults with mental health issues in England. It outlines key legislation like the 1959 and 1983 Mental Health Acts and how they have evolved to increase protections for individuals and allow for community-based treatment. The most recent Mental Health Act of 2007 and Care Act of 2014 take a recovery-oriented approach focused on person-centered care and least restrictive options. The document also examines theories and models used in social work practice, like systems theory and recovery models, as well as issues around diversity, collaboration between medical and social perspectives, and reducing conflicts between approaches.
This document provides an overview of a learning module that includes 5 learning guides focused on providing compassionate, respectful, and caring health services. The first learning guide discusses applying professionalism and ethics, including identifying ethical principles, professional codes of conduct, and professional values. The second learning guide focuses on demonstrating effective health care communication. The remaining guides discuss applying humanistic care to clients, providing respectful care for clients, and functioning within a legal and ethical framework with responsibility and accountability.
A SWOT Analysis Of The Physiotherapy Profession In KuwaitJim Webb
This research article conducted a SWOT analysis of the physiotherapy profession in Kuwait through 17 key informant interviews. The interviews identified strengths like funding for services and motivated professionals, as well as weaknesses such as lack of education, resources, marketing, and standardized practices. Opportunities mentioned were untapped demand, development of the physiotherapy association, and collaboration. Threats included low public awareness, challenges with interprofessional practice, and cultural views on health. The analysis concluded that opportunities exist to advance the profession through the physiotherapy association advocating for standards, research, and collaboration.
Lesson 15 Ethical Considerations Readings Social Work Co.docxSHIVA101531
Lesson 15: Ethical Considerations
Readings:
Social Work Code of Ethics
http://www.socialworkers.org/pubs/code/code.asp
Psychologist Code of Ethics
http://www.apa.org/ethics/code/index.aspx
Public Health Code of Ethics, “Principles of the Ethical Practice of Public Health”
http://www.apha.org/~/media/files/pdf/about/ethics_brochure.ashx
Health Insurance Portability and Accountability Act (HIPAA) Privacy Rule
http://www.hhs.gov/ocr/privacy/hipaa/understanding/summary/index.html
Family Education Rights and Privacy Act (FERPA) General Guidance
http://ed.gov/policy/gen/guid/fpco/ferpa/students.html
Commentary
The subject of ethics in mental health is interesting and can be examined in many ways. We can examine it from the requirements of a particular discipline (public health, social work, etc.), from a legal perspective, from the treatment aspect, from an economics point of view and so on.
As a first step to studying the ethical treatment of persons with mental illness, we suggest that you review Lesson 4 on Mental Health Policy and the Law. In that lesson, we saw how the treatment of persons with mental illness has become more humane, stemming from the Civil Rights movement and several important legal cases, including Schloendorff v. Society of New York Hospital (1914), Brown v. Board of Education (1954), Pate v. Robinson (1966), Ford v. Wainwright (1986) Addington v. Texas (1979), and Olmstead v. L.C. (1999). From these important legal cases stemmed protections such as the right to treatment, right to a competency trail, awareness of the risks and harms of treatment, required informed consent to receive treatment, the right to a humane treatment plan and the right to participate in individual treatment planning. These legal cases have served as the foundation of the ethical treatment of individuals with mental illness.
In this lesson we will explore ethical codes. In addition to the above mentioned legal cases, ethical codes have been developed in the psychology, social work and public health fields to preserve the rights of all persons who receive treatment, including those with physical and/or mental illness. We will examine various aspects of professional ethics, some discipline codes and the Health Insurance Portability and Accountability Act (HIPAA), one of the federal acts that further protect individual and privacy rights. The Family Education Rights and Privacy Act (FERPA) is another act that protects the privacy of students’ educational records and has some implication here.
Social Work Code of Ethics
The Social Work Code of Ethics is a comprehensive articulation of the behaviors required of all social workers to assure the ethical treatment of clients. If you visit
http://www.socialworkers.org/pubs/code/code.asp, you’ll see that the code focuses on the core values of service, dignity and worth of the person, the importance of human relationships, integrity, and competence. The specific ethical considerations of ...
This document summarizes a study that used qualitative methods to investigate how knowledge functioned in the implementation of an Australian mental health policy called Partners in Recovery (PIR). The study found that the policy aimed to address coordination problems in the fragmented mental health system and the needs of those with complex mental health issues. It did so through establishing support facilitator roles to coordinate services at a local level. The analysis revealed that while the policy aimed for coordination through these roles, implementation in reality relied on embodied knowledge as facilitators enacted the policy based on their experiences. Challenges arose from how knowledge became localized within individuals and how some types of knowledge were structurally valued over others.
The following pairs of co-morbid disorders and a write 700 words .docxssuser454af01
The following pairs of co-morbid disorders and a write 700 words
based on your research:
Depression and substance abuse
Address
the following:
Discuss the general concept of co-morbidity.
Format
your paper consistent with APA guidelines.
.
The following is an access verification technique, listing several f.docxssuser454af01
The following is an access verification technique, listing several files and the access allowed for a single use.
Identify the control technique used here and for each,
explain the type of access allowed
.
a. File_1 R-E-
b. File_12 RWE
c. File_13 RW--
d. File_14 --E-
2.
. The following is an access verification technique, listing several users and the access allowed for File_13.
Identify the control technique used here and for each and
explain the type of access allowed.
Finally, describe who is included in the WORLD category.
a. User_10 --E-
b. User_14 RWED
c. User_17 RWE-
d. WORLD R---
.
The following discussion board post has to have a response. Please r.docxssuser454af01
The following discussion board post has to have a response. Please read the post and respond back according to the instructions attached below. Make sure to respond as instructed. Check attachment for response instruction and respond accordingly.
The instructions for the response to post is attached and highlighted.
The due date is Tuesday 5/10/2021 by 11:59 a.m. NO LATE WORK WILL BE ACCEPTED!
.
The following information has been taken from the ledger accounts of.docxssuser454af01
The following information has been taken from the ledger accounts of Isaac Stern Corporation
Total Income since incorporation$317,000
Total Cash Dividends pai d60,000
Total value of stock dividends distributed30,000
Gains on treasury stock transactions18,000
Unamortized discount of bonds payable32,000
Directions: Determine the current balance of retained earnings
.
The following attach files are my History Homewrok and Lecture Power.docxssuser454af01
The following attach files are my History Homewrok and Lecture Power Point. Please answer those questions by your own words and read the instructions carefully beofer you start writing.
Course Information:
In this course we will survey the history of technological developments from the Renaissance to the current day. We will focus on a series of technological objects—machines, tools, and systems—considering them in their broader historical (social, cultural, and political) contexts. Organized chronologically we will trace this history beginning with Leonardo Da Vinci and ending with the International Space Station. This is not, however, a teleological assessment, which assumes a progressive improvement of technology—each age has merits in its own rights.
.
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Similar to FeatureHuman rights training impact onattitudes and kno.docx
Human rights recovery training proposal sept 2012GatewayMHProject
Amnesty International Ireland is developing human rights training for mental health professionals to be based on the UN Convention on the Rights of Persons with Disabilities. The training will promote human rights principles and values to enhance recovery for service users. An e-learning module will be created, involving experts with lived experience, to educate professionals so that their interactions are respectful and the culture of mental health services is grounded in human rights. The training aims to positively impact service users' experiences and the attitudes of staff.
Programs for public health practitioners in the field, due to the profession is so dispersed in its work—from employment in private managed care organizations and clinics. The main purpose of this study is to analysis the relationship between law and ethics with public healthcare performance. The present study used a quantitative research design, specifically the descriptive survey design. This is because such design accurately and objectively describes the characteristics of a situation or phenomenon being investigated in a given study. It provides a description of the variables in a particular situation and, sometimes, the relationship among these variables rather than focusing on the cause-and effect relationships. Thus, this study used a questionnaire which was developed from previous research in order to measure the relationships among the investigated variables. This study was carried out in different healthcare centers located in Erbil, the total of 81 participants participated in this study. The researcher developed research hypothesis as follow; there is a positive and significant relationship between law and healthcare performance in Erbil. The finding of this study showed that the value of beta for law and ethics factor is .749 with the P-value .000 this means that the law and ethics will have positive and significant influence on healthcare performance; accordingly the main research hypothesis is supported.
Journal of Human Services Fall/2018
35
A Phenomenological Study on Meaningful Professional
Experiences for Human Services Professionals
Saundra Penn and Hannah Baartmans
Abstract
Human services professionals are a relatively new addition to the realm of professionals in the
mental health community. As such, little research has explored how human service professionals
make meaning out of their experiences with clients. Thus, this phenomenological study explored
the defining professional experiences of human services professionals providing direct care to
persons with mental health and/or developmental disabilities. Findings related to the intensive
role of the human services professional, intrinsic rewards, client connections, barriers to service
provision and professional development, self-care, and ethical issues are discussed.
Literature Review
The human services profession emerged in the 1960s. As communities transitioned from
institutional mental health care, the need for associate and bachelor level community-based
professionals grew (Neukrug, 2017; Woodside & McClam, 2015). Often, human services
professionals are referred to professionally as case managers, generalists, and direct service
providers. Many are responsible for coordinating, consulting, counseling, planning, problem
solving, and record keeping (Taylor, Bradley, & Warren, 1996; Woodside & McClam, 2013). As
generalists, human services professionals are often capable of performing their roles and duties
in many settings and expected to support a range of client populations and demographics
(Neukrug, 2017; Woodside & McClam, 2015).
Human services professionals are often accountable for client care in two primary ways:
direct care of clients and managing and coordinating services for clients within the community
(Neukrug, 2017; Woodside & McClam, 2015). In many cases, this creates a “dual role” as
human services professionals are both providers of care and brokers of services. At the micro-
level, direct service providers are empowering their clients, providing support, and intervening in
times of crisis. At the macro level, they are creating a community network of supports for clients
as well as managing and facilitating these services (Taylor et al., 1996). Several researchers have
explored the challenging nature and complex roles of human services professionals and their
workload (Taylor, et al., 1996; Woodside, McClam, Diambra, & Varga, 2012).
Woodside et al. (2012) examined what time meant to 46 human services professionals.
After completing thematic analysis, the researchers discovered that these professionals had a
“never-ending pace,” highlighting the agencies’ demands, the intensity of client care, and the
lack of time to accomplish it. Moreover, human services professionals admitted that indirect
...
This program summary describes a Human Services degree program that trains students to work in a variety of social service settings by providing therapeutic, supportive, and preventive services to clients. The 2-year program includes courses in psychology, sociology, counseling skills, case management, cultural diversity, and two semesters of fieldwork experience. Graduates will be equipped to assess client needs, match them with services, and advocate on their behalf in settings like senior centers, prisons, schools, and mental health facilities.
STATEMENT 20 Human service professionals are aware of sociopoliti.docxsusanschei
STATEMENT 20: Human service professionals are aware of sociopolitical issues that differentially affect clients from diverse backgrounds.
Week 1 Assignment
Application: Human Services Philosophy Statement and Portfolio
Week 2 Assignment
Application: Artifact—Case Management Plan
Week 3 Assignment
Application: Artifact—Professional Statement on Interviewing
Week 4 Assignment
Application: Artifact—Logic Model
Running head: Assignment 1
1
Assignment 1
4
Human Services Philosophy Statement
Linda Dotson
Walden University
Human Services Philosophy Statement
Introduction
The same way engineers and architects rely heavily on blue prints in order to understand the nature of their work and communicate to other people effectively what they are capable of, is the same way human services professional depend on the philosophy statements to communicate their professionalism in their line of work. One segment of this philosophy statement is the portfolio which tells a lot about a student or any professional for it can be used to quickly assess a person’s expertise, values, experiences and even some social, cultural and ethics of a person. Therefore, a portfolio forms a very crucial part of the philosophy statements which dictates any informs a lot about any professional in the human services sector.
Many scholars in the recent? have all agreed that the best way to do a quick assessment on both students and even those who are already in the field of human services is by understanding their
educational, professional and ethical values of a person summarized by one’s portfolio (Gray, Dean, Agllias, Howard, & Schubert, 2015). Therefore, when developing a portfolio one should tackle the three key components which are the purpose the portfolio is intended to serve, the definition of what expertise the person may have accrued over their educational period and finally the pragmatics which is very important and the language one uses in delivering their information matters a lot. It promotes the development of skills and knowledge that might be the very key in the implementation of individual
compiling the portfolio.
Human services in the recent past have been given little recognition globally but the role the sector plays in human is very pivotal. Since so many praises can be given to engineers, lawyers or even doctor but the human service industry will forever remain the backbone of humanity for without it there can never be other fields of study which rely on humanity as they serve the human needs. But ideally of what purpose could science serve if there is humanity to appreciate the beauty of science? It therefore means that human service is very fundamental field in any human race.
This field requires support from every relevant stakeholder in order to make its contribution recognizable globally. For instance, the case of flooding and civil war, the major sector which has been in the fore front to restore the sanctity of humanity is the human se.
Advocating for Advocacy An Exploratory Survey on Student Advo.docxdaniahendric
Advocating for Advocacy: An Exploratory Survey on Student Advocacy
Skills and Training in Counseling Psychology
Alyssa M. Ramírez Stege, Dustin Brockberg, and William T. Hoyt
University of Wisconsin—Madison
Advocacy is considered a core competency within the field of counseling psychology, however more
attention is needed to the training and assessment of advocacy competence for counselors-in-training.
This study utilized Ratts and Ford’s (2010) Advocacy Competencies Self-Assessment survey to measure
self-perceived advocacy competence of master’s and doctoral students within counseling (Council for
Accreditation of Counseling and Related Educational Programs–accredited) and counseling psychology
(American Psychological Association–accredited) programs. An exploratory factor analysis suggested 3
underlying factors in self-reported advocacy competence: Alliance Building and Systems Collaboration,
Action and Assessment, and Awareness Building. Master’s and doctoral students displayed marginal
differences in Advocacy Competencies Self-Assessment scores with doctoral students scoring slightly
higher in the Awareness Building factor. Respondents’ perceived level of advocacy importance was a
significant predictor of advocacy competence. Program characteristics (advocacy-related resources and
opportunities to engage in advocacy activities) were also significant predictors of perceived competence.
We propose a developmental model of advocacy competency acquisition as a basis for future research
on assessment and training of advocacy skills.
Keywords: psychology training, advocacy, competence, social justice, assessment
Counseling psychologists and other counseling professionals
have recognized the need to move beyond the confines of the
traditional counseling space and into the communities in which
they serve (Vera & Speight, 2003). Consequently, counseling
professionals have made efforts to become agents of social change
through advocacy—seeking to confront, challenge, and eliminate
institutional and social barriers that harm clients’ well-being
(Kiselica & Robinson, 2001; Ratts, 2009; Myers, Sweeney, &
White, 2002; Smith, Reynolds, & Rovnak, 2009). Advocacy can
be defined as “the process or act of arguing or pleading for a cause
or proposal” to promote social change (Myers et al., 2002, p. 394)
and is often linked to the social justice ideals of the counseling
field.
Advocacy has been recognized as an important skill in the
counseling profession (Myers et al., 2002; Ratts, D’Andrea, &
Arredondo, 2004). At the master’s level of training, the American
Counseling Association (ACA) has endorsed the advocacy com-
petencies (Lewis, Arnold, House, & Toporek, 2003), considering
advocacy happens at multiple levels (e.g., client, underprivileged
groups, legislative) and is achieved by counselors acting with or on
behalf of clients to increase their ability to utilize and access
resources that impede their development (Lewis et al., 2003).
There are six A ...
Role Of Public Health Personnel And Nurses In Disaster...Lynn Holkesvik
The document discusses the disadvantages of the New Public Management (NPM) approach in public administration. It argues that while NPM aims to improve efficiency by applying private sector practices, it can undermine important public sector values like equality, accountability, and citizenship. Specifically, NPM's emphasis on competition and outsourcing reduces cooperation and information sharing between public organizations. It can also weaken political control and public accountability. Overall, while NPM seeks to make government more business-like, this risks compromising core principles of public service.
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This document discusses theories that could guide occupational therapy work with immigrant and refugee populations. It outlines the Person-Environment-Occupation-Performance model and theories from immigration studies including the trajectory approach, cross-national framework, and life course modifiers. Key concepts discussed are occupational engagement, sense of doing, being, belonging, and becoming. The document evaluates how assessments and interventions could be adapted to be accessible and culturally relevant for diverse disabilities and social groups within immigrant communities.
Here is a draft patient advocacy essay:
The Importance of Patient Advocacy in Nursing
Patient advocacy is a core component of the nursing profession. Nurses are in a unique position to serve as the voice for patients and ensure their needs, values, and preferences are respected. As the healthcare providers who spend the most time with patients, nurses gain invaluable insights that allow them to effectively advocate. This essay will explore the reasons why patient advocacy is so important for nurses and provide examples of advocacy in practice.
There are several key reasons why patient advocacy is such an important role for nurses. First, patients are often vulnerable or unable to clearly communicate their needs due to illness, disability, or other factors. As advocates, nurses can
Running Head DEPT OF VETERANS AFFAIRS1DEPT OF VETERANS .docxhealdkathaleen
Running Head: DEPT OF VETERANS AFFAIRS
1
DEPT OF VETERANS AFFAIRS
3
Evaluation of the Agency’s Budgeting and Cumulative Report
Lauren Riley
Professor Andre Lee
Public Administration Capstone
December 15, 2019
1. Observations about the success of the agency and areas for improvement.
The first observation is health; the department has done all it can to provide vital services to American veterans, and amongst them is their health. Apart from the physical injury, which most of the veteran’s face, other forms of injury such as traumatic brain injury are quite serious.
The second observation is the benefits programs. Currently, the agency provides benefit programs to injured veterans and their families. These benefits are meant for the upkeep of the soldiers and their dependents. Currently, the agency provides a specific amount of upkeep money to the dependents as per the grievousness of the injury to the veteran or even in the event of a loss of the veteran (Rugen et al., 2015).
The third observation is the access to the national cemeteries for the former military personnel. This has been done in a very seamless manner, and this is meant to ensure that veterans feel part of the American heritage of patriotism and that they are being cherished.
2. Recommendations for improvement
From the first observation, the agency can reach out to veterans in order to assess their well-being in totality. Well-being, in this case, can mean assessing their mental well-being and testing them whether they have a dramatic brain injury that affects their lives after resignation from active service. One of the areas that the agency can improve on includes testing the veterans for post-traumatic stress disorder. Such testing is done with the aim of ensuring that they can better cope with society even after they have resigned from active service.
The agency can improve on this by looking into the education of the dependents. Apart from the monetary benefits, it would be critical for the agency to ensure that the dependents are as successful as when their loved one was alive. However, this needs a rigorous assessment of the cost-benefit analysis of the project as a whole. Such a strategy, according to the works of VA. Office of Public and Intergovernmental Affairs. (2019) goes a long way in ensuring that the loved ones and dependents of the veterans feel part and parcel of the American society in its entirety.
In addition to the third observation, the agency could reach out to the veterans who have resigned from active service. Some of them might not perceive the need to reach out for support, and for this reason, the agency can step in to reach out to them and find out if they need services such as financial aid and health reimbursements. What the agency can do in this case is followed up on the lives of the veterans right after they have resigned from active service. They can also serve as an inspiration to not only the veterans but society as well.
...
This document discusses the legal and historical context of social work with adults with mental health issues in England. It outlines key legislation like the 1959 and 1983 Mental Health Acts and how they have evolved to increase protections for individuals and allow for community-based treatment. The most recent Mental Health Act of 2007 and Care Act of 2014 take a recovery-oriented approach focused on person-centered care and least restrictive options. The document also examines theories and models used in social work practice, like systems theory and recovery models, as well as issues around diversity, collaboration between medical and social perspectives, and reducing conflicts between approaches.
This document provides an overview of a learning module that includes 5 learning guides focused on providing compassionate, respectful, and caring health services. The first learning guide discusses applying professionalism and ethics, including identifying ethical principles, professional codes of conduct, and professional values. The second learning guide focuses on demonstrating effective health care communication. The remaining guides discuss applying humanistic care to clients, providing respectful care for clients, and functioning within a legal and ethical framework with responsibility and accountability.
A SWOT Analysis Of The Physiotherapy Profession In KuwaitJim Webb
This research article conducted a SWOT analysis of the physiotherapy profession in Kuwait through 17 key informant interviews. The interviews identified strengths like funding for services and motivated professionals, as well as weaknesses such as lack of education, resources, marketing, and standardized practices. Opportunities mentioned were untapped demand, development of the physiotherapy association, and collaboration. Threats included low public awareness, challenges with interprofessional practice, and cultural views on health. The analysis concluded that opportunities exist to advance the profession through the physiotherapy association advocating for standards, research, and collaboration.
Lesson 15 Ethical Considerations Readings Social Work Co.docxSHIVA101531
Lesson 15: Ethical Considerations
Readings:
Social Work Code of Ethics
http://www.socialworkers.org/pubs/code/code.asp
Psychologist Code of Ethics
http://www.apa.org/ethics/code/index.aspx
Public Health Code of Ethics, “Principles of the Ethical Practice of Public Health”
http://www.apha.org/~/media/files/pdf/about/ethics_brochure.ashx
Health Insurance Portability and Accountability Act (HIPAA) Privacy Rule
http://www.hhs.gov/ocr/privacy/hipaa/understanding/summary/index.html
Family Education Rights and Privacy Act (FERPA) General Guidance
http://ed.gov/policy/gen/guid/fpco/ferpa/students.html
Commentary
The subject of ethics in mental health is interesting and can be examined in many ways. We can examine it from the requirements of a particular discipline (public health, social work, etc.), from a legal perspective, from the treatment aspect, from an economics point of view and so on.
As a first step to studying the ethical treatment of persons with mental illness, we suggest that you review Lesson 4 on Mental Health Policy and the Law. In that lesson, we saw how the treatment of persons with mental illness has become more humane, stemming from the Civil Rights movement and several important legal cases, including Schloendorff v. Society of New York Hospital (1914), Brown v. Board of Education (1954), Pate v. Robinson (1966), Ford v. Wainwright (1986) Addington v. Texas (1979), and Olmstead v. L.C. (1999). From these important legal cases stemmed protections such as the right to treatment, right to a competency trail, awareness of the risks and harms of treatment, required informed consent to receive treatment, the right to a humane treatment plan and the right to participate in individual treatment planning. These legal cases have served as the foundation of the ethical treatment of individuals with mental illness.
In this lesson we will explore ethical codes. In addition to the above mentioned legal cases, ethical codes have been developed in the psychology, social work and public health fields to preserve the rights of all persons who receive treatment, including those with physical and/or mental illness. We will examine various aspects of professional ethics, some discipline codes and the Health Insurance Portability and Accountability Act (HIPAA), one of the federal acts that further protect individual and privacy rights. The Family Education Rights and Privacy Act (FERPA) is another act that protects the privacy of students’ educational records and has some implication here.
Social Work Code of Ethics
The Social Work Code of Ethics is a comprehensive articulation of the behaviors required of all social workers to assure the ethical treatment of clients. If you visit
http://www.socialworkers.org/pubs/code/code.asp, you’ll see that the code focuses on the core values of service, dignity and worth of the person, the importance of human relationships, integrity, and competence. The specific ethical considerations of ...
This document summarizes a study that used qualitative methods to investigate how knowledge functioned in the implementation of an Australian mental health policy called Partners in Recovery (PIR). The study found that the policy aimed to address coordination problems in the fragmented mental health system and the needs of those with complex mental health issues. It did so through establishing support facilitator roles to coordinate services at a local level. The analysis revealed that while the policy aimed for coordination through these roles, implementation in reality relied on embodied knowledge as facilitators enacted the policy based on their experiences. Challenges arose from how knowledge became localized within individuals and how some types of knowledge were structurally valued over others.
Similar to FeatureHuman rights training impact onattitudes and kno.docx (17)
The following pairs of co-morbid disorders and a write 700 words .docxssuser454af01
The following pairs of co-morbid disorders and a write 700 words
based on your research:
Depression and substance abuse
Address
the following:
Discuss the general concept of co-morbidity.
Format
your paper consistent with APA guidelines.
.
The following is an access verification technique, listing several f.docxssuser454af01
The following is an access verification technique, listing several files and the access allowed for a single use.
Identify the control technique used here and for each,
explain the type of access allowed
.
a. File_1 R-E-
b. File_12 RWE
c. File_13 RW--
d. File_14 --E-
2.
. The following is an access verification technique, listing several users and the access allowed for File_13.
Identify the control technique used here and for each and
explain the type of access allowed.
Finally, describe who is included in the WORLD category.
a. User_10 --E-
b. User_14 RWED
c. User_17 RWE-
d. WORLD R---
.
The following discussion board post has to have a response. Please r.docxssuser454af01
The following discussion board post has to have a response. Please read the post and respond back according to the instructions attached below. Make sure to respond as instructed. Check attachment for response instruction and respond accordingly.
The instructions for the response to post is attached and highlighted.
The due date is Tuesday 5/10/2021 by 11:59 a.m. NO LATE WORK WILL BE ACCEPTED!
.
The following information has been taken from the ledger accounts of.docxssuser454af01
The following information has been taken from the ledger accounts of Isaac Stern Corporation
Total Income since incorporation$317,000
Total Cash Dividends pai d60,000
Total value of stock dividends distributed30,000
Gains on treasury stock transactions18,000
Unamortized discount of bonds payable32,000
Directions: Determine the current balance of retained earnings
.
The following attach files are my History Homewrok and Lecture Power.docxssuser454af01
The following attach files are my History Homewrok and Lecture Power Point. Please answer those questions by your own words and read the instructions carefully beofer you start writing.
Course Information:
In this course we will survey the history of technological developments from the Renaissance to the current day. We will focus on a series of technological objects—machines, tools, and systems—considering them in their broader historical (social, cultural, and political) contexts. Organized chronologically we will trace this history beginning with Leonardo Da Vinci and ending with the International Space Station. This is not, however, a teleological assessment, which assumes a progressive improvement of technology—each age has merits in its own rights.
.
The following is adapted from the work of Paul Martin Lester.In .docxssuser454af01
The following is adapted from the work of Paul Martin Lester.
In order to find meaning from a visual message, you need to learn a systematic way for studying images.
1.
Make an inventory list of every element in the image,
2.
Note the lighting used in the image,
3.
Note any eye contact by subjects in the image,
4.
Note the visual cues of color, form, depth, and movement,
5.
Note how the gestalt laws apply toward the composition of picture,
6.
Note any semiotic signs that are a part of the image's content, and
When you've gone through the six steps noted above, it's time to apply the six perspectives for visual analysis to the piece. Each perspective is noted below.
Personal Perspective - Gut Reaction
Rick Williams' Omniphasism (all in balance) or Personal Impact Analysis
1.
What is the picture's story?
2.
List primary words.
3.
List associative words.
4.
Select most significant associative words.
5.
Pair up primary & most significant associative words.
6.
Relate word pairs with your own feelings.
7.
Relate any inner symbolism.
8.
Write a brief story concerning personal insights.
Historical Perspective - The image's place in history
When do you think the image was made?
Is there a specific style that the image imitates?
Technical Perspective - Consider the process decisions
How was the image produced?
What techniques were employed?
Is the image of good quality?
Ethical Perspective - Moral Responsibility
Was the image maker socially responsible?
Has any person's rights been violated?
Are the needs of viewers met?
Is the picture aesthetically appealing?
Do the picture choices reflect moderation?
Is the image maker empathetic with the subject?
Can all the image choices be justified?
Does the visual message cause unjustified harm?
Cultural Perspective - Societal Impact
What is the story and the symbolism involved with the elements in the visual message?
What do they say about current cultural values?
Critical Perspective - Reasoned Opinion
What do I think of this image now that I've spent so much time looking and studying it?
Project Overview:
This week, you were introduced to six analytical perspectives for analyzing media. These perspectives form the foundation for your Media Analysis Project (MAP). Over the next three weeks, you will analyze a visual work from any media (print, film, television, Internet), of your own choosing.
Due Date:
June 5
Time Line:
·
Topic Assignment (Listed under Paper Topic)
·
June 5 Thesis and Outline (Listed in appropriate headings below)
·
June 5 Final Paper
NOTE: Thesis and Outline, and Final Paper are two separate documents.
Requirements:
Your analysis must encompass all six perspectives. This will be a detailed analysis consisting of 6-8 written pages. You must also use four credible academic sources in addition to the media itself. All sources must be cited in-text as well as on a reference page using standard APA format. Information on using .
The following article is related to deterring employee fraud within .docxssuser454af01
The document summarizes key findings from a report on occupational fraud. It finds that while asset misappropriation is most common, fraudulent financial statements cause the highest losses. Small businesses are most vulnerable due to lack of audits and controls. Establishing anonymous hotlines is the most effective way to reduce fraud losses, more so than audits. Fraud by executives results in highest losses and is best detected through tips rather than controls.
The Five stages of ChangeBy Thursday, June 25, 2015, respond to .docxssuser454af01
The Five stages of Change
By Thursday, June 25, 2015, respond to the discussion.
Discussion Question
Anthony is a 27 year old heterosexual Caucasian male. He was arrested 2 weeks ago for his second DWI and is facing a license suspension. He works as a delivery driver for a local store and after disclosing the arrest to his employer, as well as the consequences including loss of his license, he was terminated.
Anthony lives with his girlfriend of 3 years and their 2 year old son. Anthony’s drinking behavior has increased to consumption of a case of beer on Saturday and Sunday evenings each week. He consumes several beers after work during the week “to maintain.” He has also been using methamphetamines, specifically “crystal meth” several times weekly. Anthony’s girlfriend ended their relationship as a result of his increasing substance use and ongoing difficulties. Anthony feels depressed and anxious about his current life situation, especially now that he realizes that he has no job and may be homeless because of his substance use. He is also feeling down about the loss of his relationship. He researched a few outpatient treatment programs to help him stop using both alcohol and methamphetamines, but is ambivalent about entering treatment. Anthony has considered the need to stop using substances to improve his life and relationships with significant others, though fears that he will lose his friends and miss partying with them if he stops. He also fears what life will be like without the comfort of getting high.
Consider and discuss the 5 stages of change. Based upon the information provided discuss what stage Anthony is in, and provide a rationale for your decision. Next, discuss the other stages of change and what indicators we might see as Anthony progresses on through these stages. Your posting must be a minimum of 500 words.
.
The first step in understanding the behaviors that are associated wi.docxssuser454af01
The first step in understanding the behaviors that are associated with mental disorders is to be able to differentiate the potential symptoms of a mental disorder from the everyday fluctuations or behaviors that we observe. Read the following brief case histories.
Case Study 1:
Bob is a very intelligent, 25-year-old member of a religious organization based on Buddhism. Bob’s working for this organization has caused considerable conflict between him and his parents, who are devout Baptists. Recently, Bob has experienced acute spells of nausea and fatigue that have prevented him from working and have forced him to return home to live with his parents. Various medical tests are being conducted, but as yet, no physical causes for his problems have been found.
Case Study 2:
Mary is a 30-year-old musician who is very dedicated and successful in her work as a teacher in a local high school and as a part-time member of local musical groups. Since her marriage five years ago, which ended in divorce after six months, she has dated very few men. She often worries about her time running out for establishing a good relationship with a man, getting married, and raising a family. Her friends tell her she gets way too anxious around men, and, in general, she needs to relax a little.
Case Study 3:
Jim was vice-president of the freshmen class at a local college and played on the school’s football team. Later that year, he dropped out of these activities and gradually became more and more withdrawn from friends and family. Neglecting to shave and shower, he began to look dirty and unhealthy. He spent most of his time alone in his room and sometimes complained to his parents that he heard voices in the curtains and in the closet. In his sophomore year, he dropped out of school entirely. With increasing anxiety and agitation, he began to worry that the Nazis were plotting to kill his family and kidnap him.
Case Study 4:
Larry, a 37-year-old gay man, has lived for three years with his partner, whom he met in graduate school. Larry works as a psychologist in a large hospital. Although competent in his work, he often feels strained by the pressures of his demanding position. An added source of tension on the job is his not being out with his co-workers, and, thus, he is not able to confide in anyone or talk about his private life. Most of his leisure activities are with good friends who are also part of the local gay community.
For each case, identify the individual's behaviors that seem to be problematic for the patient.
For each case study, explain from the biological, psychological, or socio-cultural perspective your decision-making process for identifying the behaviors that may or may not have been associated with the symptoms of a mental disorder.
Based on your course and text readings, provide an explanation why you would consider some of these cases to exhibit behaviors that may be associated with problems that occur in everyday life, while others could be as.
The first one is due Sep 24 at 1100AMthe French-born Mexican jo.docxssuser454af01
Elena Poniatowska, a French-born Mexican journalist and author, will give a public lecture called "We Can All Be Writers" at ASU on September 24th. Students can receive extra credit by attending the full event and submitting a 250-word rhetorical analysis that identifies one thing the speaker did well and one thing not done well in reaching her audience.
On September 25th, fiction writer and poet Matt Bell will read from and discuss his work at ASU. Extra credit can be received by attending the full event and submitting a 250-word report and 500-word personal reflection on what was learned, anything surprising, and how something related to the student's personal experiences or writing.
The first part is a direct quote, copied word for word. Includ.docxssuser454af01
The
first part
is a
direct quote, copied word for word. Include the author's last name and the page number of the quote in parantheses. MLA format.
The
second part
of the journal entry, is
one paragraph that explains why you found the passage to be important
.
.
The final research paper should be no less than 15 pages and in APA .docxssuser454af01
The final research paper must be at least 15 pages long, not including the references page, follow APA format, and include visual elements like charts or pictures to support the study. Students will submit their papers through the eCourse website where a link for submissions will be provided.
The first one Description Pick a physical activity. Somethi.docxssuser454af01
The first one
Description: Pick a
physical activity
. Something you do all the time, or something you’ve never done before: bike riding, running, swimming, hiking, golf, playing twister, roller skating, soccer, basketball, etc. Now go and spend at least twenty minutes participating in this activity. Really do it. Engage. Explore and experience it. Pay attention to every part of your body and mind as you play/do the activity. Even if you’ve done it all your life, engage with every nuance of the activity. What do your muscles do and feel like when doing the activity? What is challenging? What is smooth and easy? What sounds to you experience? smells? Tastes? Sights? Sensations? What about your mind? Where do your thoughts go as you perform the activity? Really pay attention and discover the experience of the activity. Perform it for at least twenty minutes, mindfully paying attention to every part of the experience. Experience and notice the details. Now go home. And write about what you experienced. Detail it. Tell me about what was hard, easy, unusual, fun, new? What did you feel, taste, smell, hear, see? Take me through it beat by beat, moment by moment, nuance by nuance.
The second one
Description: Go to a busy café or diner, or some other eatery, where you can sit near TWO other people, engaged in a conversation, a dynamic interesting conversation with tenstion… where something is happening between the two people… EAVES DROP on conversations – without being obvious. Find one that has something interesting going on. Anticipate spending at least 20-30 minutes listening in to this conversation.
From this conversation, listen carefully, pay attention to what is being said, what conflict is arising, what is expressed and revealed through the language. NOW, also pay attention to the people involved. What do they look like? What is their body language? Pay attention to all the details. Do not write anything at the busy café or diner. Just listen to what is said. Watch. Pay attention to all the details.
At a later time (when you get back home)
write a letter as if you are one of the people you observed in the café. Write the letter addressing the person that they were at the café with. This can be a love letter, a complaint, an email, an apology, an explanation, etc… For this exercise to work, you must have 1) chosen a conversation to listen to where something was HAPPENING and 2) you must really have spent the time, listening in on a conversation and paying attention to the dramatic tension… something between the two people must have been witnessed, heard, experienced, by YOU the writer. If not this letter will be flat, uninteresting, and lacking conflict. Write about something you heard or observed happening between the two people, but write about it as if you are one of the people in the conversation to the other. Write about some inherent need, conflict, obstacles. The letter can be a complaint, an apology, a .
The first column suggests traditional familyschool relationships an.docxssuser454af01
The first column suggests traditional family/school relationships and the second identifies a more collaborative approach. Provide an example of a situation (attendance, behavior problems, academic difficulties) that could arise at school and suggest how this issue may be resolved with a collaborative approach. Respond to at least two of your classmates’ postings.
.
The first president that I actually remembered was Jimmy Carter. .docxssuser454af01
The first president that I actually remembered was Jimmy Carter. I do remember as a child Ford being mentioned, but I was certainly not engaged in his presidency. However, I remember Reagan quite well. He came to office after a major financial down turn and his policies did seem to improve things immediately. Some have said that his actions of borrowing money were a hindrance to the future. Do you feel that Reganomics was beneficial to future generations or did he just borrow from the future in order to benefit his present circumstance? Did this set precedence for future presidents to take the nation into debt in order to help their political careers? I look forward to your thoughts?
.
The final project for this course is the creation of a conceptual mo.docxssuser454af01
The final project for this course is the creation of a conceptual model for an integrated afterschool childhood prevention, education, or intervention program (Boys and Girls Club, for example). The program serves a wide range of age groups (ages 4 through 17) and demographic backgrounds. Students should design a program that can appropriately address the needs of the various learners. This final project should include a program foundation, program description, research proposal, and self-reflection.
The final product represents an authentic demonstration of competency because it requires students to apply classic theory in order to compose an original program based on advanced developmental principles. The project is divided into
four milestones
, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in
Modules Three, Five, Seven, and Ten.
Main Elements
1.
Program Foundation:
a narrative/essay format that will describe the main concept of the program (prevention, education, intervention) and if the program will focus on a specific topic (math, English, drugs, bullying, coping skills for stress or anxiety, peer pressure, or your choice). This foundational narrative will provide citations that link the program concept to at least two of the classical theories presented in this course (Montessori, Piaget, Vygotsky, Bandura, Bronfenbrenner). (approximately 3–4 pages)
·
What type of program will be the focus of this project? Will it be a prevention program to stop kids from using alcohol and drugs? To try and prevent bullying? Will the program be an educational model, for example, a program focused on improving educational outcomes like math, critical thinking, problem solving, science, language skills, or other? Will the program be an intervention model or a program that targets kids for problematic behaviors like truancy, acting out in class, running away, vandalism, minor theft, or underage possession of alcohol or substances?
·
Consider the critical tasks of development as laid out by the chosen theory that may help organize the approaches utilized for each age group.
2.
Program Description
: This section will provide specific descriptions of the elements (tasks, materials, activities) for the each developmental level spanning the age ranges from 4 through 17. These levels should be consistent with at least one of the two classical theories proposed in your program foundation narrative. (approximately 3–4 pages)
·
In what setting will this program be offered, for example, school setting, community center, treatment center, or a faith-based organization?
·
How will your topic differ across each developmental level?
·
How will you describe the activities, materials, and tasks that will take place in the program for each age range?
·
Are the age ranges consistent with at least one of the classic theories employed to guide this.
The finance department of a large corporation has evaluated a possib.docxssuser454af01
The finance department of a large corporation has evaluated a possible capital project using the NPV method, the Payback Method, and the IRR method. The analysts are puzzled, since the NPV indicated rejection, but the IRR and Payback methods both indicated acceptance. Explain why this conflicting situation might occur and what conclusions the analyst should accept, indicating the shortcomings and the advantages of each method. Assuming the data is correct, which method will most likely provide the most accurate decisions and why?
.
The Final Paper must have depth of scholarship, originality, theoret.docxssuser454af01
The document provides guidelines for a final paper assignment. It states that the paper must be 10-15 pages long, follow APA style guidelines, use 8-10 scholarly sources, and address specific topics related to the future of managed health care delivery systems. These topics include managed health care quality, provider contracting, cost containment, effects on Medicare and Medicaid, the future role of government regulations, and three recommendations for quality changes to Medicare and Medicaid plans. The paper must also include an abstract, introduction, conclusion, and separate reference page.
The Final exam primarily covers the areas of the hydrosphere, the bi.docxssuser454af01
The Final exam primarily covers the areas of the hydrosphere, the biosphere and the lithosphere. As in the Midterm, special attention should be paid to the lecture notes and the PowerPoint files, as well as the Discussion Boards. These sections are dependent on the text and the laboratory exercises, but the discussions and the lecture notes are more conducive to explanation and understanding with a essay-driven format. Additionally, the animated PowerPoints are good at achieving an understanding of processes that are in motion, especially when looking at the lithosphere, giving them more of a 3-dimensional quality.
For this final essay exam you are required to answer all five (5) of the questions. Although there is no set word limit for these essay questions, you will be graded on your knowledge of the material and the detail with which you write your answers. You should take care to cite your sources in APA format and provide full references in a Works Cited list.
Describe the paths of water through the hydrologic cycle. Explain the processes and the energy gains and losses involved in the changes of water between its 3 states. Operationally, we often most concerned with water does when it reaches the solid earth, both on the surface and in the sub-surface. Explain the relationship between the saturated zone, the water table, a ground water well and the cone of depression, all within the sub-surface.
The food chain is a valuable concept in biogeography. Give an example of a specific food chain, labeling the various levels of the food chain. After looking at characteristics of food chains, explain how a geographer’s approach to the study of organisms might be different than biologist’s study of organisms; what would each try to emphasize more than the other? What exactly is a biome? Compare/contrast the concept of the biome with that of the zoogeographic region. Compare/contrast the floral characteristics of 2 of the following biomes: Desert, Tundra, Midlatitude Grassland and Boreal Forest.
Theorize the difference in soil development in adjoining soils developed on forested, sloped area versus a grassed flat area. What are the soil-forming factors? Explain the importance of the nature of the parent material to soil formation and type. Then, cite at least 2 examples in which the influence of parent materials might be outweighed by other soil-forming factors. Explain the “struggle” between the internal and external processes in shaping the Earth’s surface. What are the different ways that the surface of the Earth is changed over time?
Describe the general sequence of events in continental drift since the time of 5 separate continents 450 million years ago. What is the difference between the older continental drift theory by Wegener and the more recent plate tectonic theory? Plate tectonics theory explains many seemingly unrelated phenomena. Explain how the patterns of volcanoes and earthquakes related to plate tectonics..
The Final Paper must be 8 pages (not including title and reference p.docxssuser454af01
The Final Paper must be 8 pages (not including title and reference pages) and should demonstrate an understanding of the reading assignments, class discussions, your own research, and the application of new knowledge. It must include citations and references for six to eight sources; one may be the text.
Micozzi, M. S. (2010). Fundamentals of complementary and alternative medicine. (4th ed.). St. Louis, MO: Saunders Elsevier.
At least four must be from the ProQuest, EBSCOhost, or PubMed Central databases in the University Library, and the remaining sources must be from other scholarly or professional Internet resources.
For the Final Paper,
Complementary and alternative medicines >> (
Natural Products)
Provide a brief discussion of the protocols, and provide details of historical events that shaped the practice.
Chronic Pain
Describe the disease or condition from the CAM perspective
Include potential cultural challenges faced by the afflicted patient population as well as the practitioner.
Describe how the CAM (Natural Products) practitioner diagnoses and treats the condition.
Identify potential questions or skepticisms other health care providers and potential clientele may have regarding the CAM selected, and address the questions, supporting your responses with a minimum of two sources of research for the health condition and system chosen.
Identify and substantively describe a minimum of two other CAM practice interventions that could be suggested to assist in minimizing the impact of the illness/condition. Justify implementation of the two interventions you are recommending.
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a restatement of the thesis and a conclusion paragraph.
Must utilize six to eight sources; one may be the text, at least four must be from the ProQuest, EBSCOhost, or PubMed Central databases, and the remaining sources must be from other scholarly or professional Internet resources.
Must document all sources in APA style.
Must include a separate reference page that is formatted according to APA style.
.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
FeatureHuman rights training impact onattitudes and kno.docx
1. Feature
Human rights training: impact on
attitudes and knowledge
Michelle Redman, Eleanor Taylor, Reuben Furlong, Ged Carney
and Beth Greenhill
Abstract
Purpose – People with learning disabilities are vulnerable to
human rights violations, creating a need for
human rights education for both services users and support
staff. This research paper aims to examine
factors contributing to effective human rights training for staff.
It seeks to investigate human rights
awareness training (HRAT) within an NHS setting and its effect
on human rights knowledge and attitudes
towards human rights.
Design/methodology/approach – A total of 23 support staff were
given HRAT, completing a ‘‘human
rights based approach knowledge quiz’’ and an ‘‘attitudes to
human rights questionnaire’’ before and
after training.
2. Findings – The results indicated that HRAT had a significant
effect on human rights knowledge scores;
however, training had no significant effect on attitudes towards
human rights and no significant
relationship between staff attitude and human rights knowledge
was found.
Research limitations/implications – Future training would
benefit from a greater focus on
psychological theories of attitudes and behaviour in the
planning, execution and evaluation of the
training. This may help to facilitate development of positive
attitudes towards human rights. A validation of
the measure of attitudinal change is needed. Training models
with a greater emphasis on staff’s emotional
responses, defences and the impact of organisational culture
may allow a deeper understanding of the
complexities of delivering effective human rights training.
Originality/value – This research paper highlights the need for
human rights training; one that
encompasses attitudinal change as well as basic education.
Without effective training to secure staff
engagement in organisational change, human rights legislation
is unlikely to create meaningful change
in the lives of people with learning disabilities.
3. Keywords Human rights, Staff training, Attitudes,
Organizational culture, Learning disabilities,
Psychological reactance
Paper type Research paper
Introduction
From the beginning of recorded history, people with disabilities
have been enslaved, abused and
neglected (Owen and Griffiths, 2009, p. 15).
The protections afforded by the 1998 Human Rights Act are
fundamental for vulnerable
groups such as those people with learning disabilities who face
victimisation, discrimination
and violation of their rights (Mazzucchelli, 2001; Department of
Health, 2008; Ministry of
Justice, 2008). Reports (Joint Committee on Human Rights,
2008) highlight abuse, lack of
privacy and difficulties arising from poor communication as
explicit concerns for service
users with learning disabilities. Within an NHS based explicitly
on human rights principles
(Department of Health, 2009), there is an urgent need to address
these issues.
PAGE 80 j TIZARD LEARNING DISABILITY REVIEW j VOL.
4. 17 NO. 2 2012, pp. 80-87, Q Emerald Group Publishing
Limited, ISSN 1359-5474 DOI 10.1108/13595471211218811
Michelle Redman and
Eleanor Taylor are both
Assistant Psychologists,
Reuben Furlong is a
Community Residential
Services Manager, Ged
Carney is a Community
Learning Disability Nurse
and Beth Greenhill is a
Clinical Psychologist, all at
Mersey Care NHS Trust,
Liverpool, UK.
Due to a higher incidence of healthcare needs, people with
learning disabilities often have
more interaction with the healthcare system compared to the
general population (Owen and
Griffiths, 2009). Sutherland et al. (2002) suggest the limited
5. degree to which people with
learning disabilities are given the opportunity to actively
participate in their own healthcare
raises ethical concerns. Arguably, this combination of factors
leads to the very real every day
indignities and high-profile abuses in the lives of people with
learning disabilities such as
those identified in Death by Indifference (Mencap, 2007).
Commenting on the inquiries into human rights abuses in
healthcare settings, the Healthcare
Commission (2007) stated ‘‘institutional abuse occurs when the
rituals and routines of a
service result in the lifestyles and needs of individuals being
sacrificed in favour of the needs
of the institution’’ (cited in Healthcare Commission, 2007, p.8).
In this context, there is a clear
need for human rights education for both staff working with
people with learning disability
and individuals themselves. Individuals who are unaware of
their human rights are more
‘‘vulnerable to having them abused and often lack language and
conceptual framework to
effectively advocate for them’’ and furthermore ‘‘cannot
exercise them effectively’’ (Flowers,
6. 1998, cited in Owen and Griffiths, 2009, p. 18).
Promoting a human rights culture: the need for human rights
training in organisations
Kinderman and Butler (2006) highlight the need for all frontline
staff to be trained in human
rights. Staff with greater familiarity with human rights, they
argue, are more likely to believe in
upholding rights and are also more committed to upholding the
rights of others (Tarulli et al.,
2004). Stoner et al. (2002) similarly report that support for
service users is most effective if
staff have knowledge of human rights. The Ministry of Justice
(2008) identified that specific
training on human rights was beneficial, not only to the member
of staff receiving the training,
but to the organisation and service users for and with whom
they work.
Effective human rights training in organisations
The Audit Commission (2003) recommends that to develop a
‘‘human rights culture’’,
awareness of human rights should be paramount throughout an
organisation. They also
state that prevention rather than cure is key to delivering human
7. rights and improving
services; human rights need to be seen to be proactively
embedded and not just invoked in
response to legal disputes. When public bodies were not found
to be responsive to the
Human Rights Act, this was usually due to competing priorities
and to negative responses to
the act engendered by the organisation only responding to legal
cases. The best
approaches identified were where organisations were positively
promoting human rights in
their equalities strategies, policies and practices.
Effective human rights training in public services
Within the limited literature available, there appear to be two
broad approaches to human
rights training; an ‘‘activist approach’’, characterised by
Flowers and a ‘‘psycho-educational
approach’’ advanced by Kinderman and Butler (2006). Flowers
(2000, p. 8) ‘‘challenges
students to ask what human rights mean to them personally and
encourages them to
translate caring into informed, nonviolent action’’, proposing
that a human rights education
8. ‘‘promotes understanding of the complex global forces that
create abuses, as well as the
ways in which abuses can be abolished and avoided’’. In less
impassioned contrast,
Kinderman and Butler emphasise the importance of congruence
with participants’ pre-
existing ideas.
Butler (2005) adds that training for staff should not only
include rights and the FREDA
principles (Fairness, Respect, Equality, Dignity and Autonomy)
but should also be developed
around tools that can be disseminated to structure practice
(Greenhill and Whitehead, 2010).
As the training being evaluated was part of mandatory training
for the support staff attending,
it seemed more fitting to adopt Kinderman and Butler’s
approach. Human rights training can
be experienced by staff as contentious (see below for a
discussion of ‘‘psychological
reactance’’), even when they are implicitly using the approach
every day. Guidance for
Human Rights training in a UK context emphasises ‘‘working
from the point of connection’’
VOL. 17 NO. 2 2012 jTIZARD LEARNING DISABILITY
9. REVIEWj PAGE 81
rather than adopting a ‘‘radical activist’’stance which may risk
alienating staff(Kinderman and
Butler, 2006).
Human rights training for staff working in LD services
The Rights, Respect, Responsibility (3Rs) training education
programme (Owen et al., 2003)
in Canada informs service users with learning disabilities, and
the people who support them,
about their human rights. The main aim of the 3Rs programme
is for service users and staff to
distinguish rights, infringement of those rights and appropriate
ways to challenge violations.
It places emphasis on the use of personal experiences and active
trainee participation. The
training includes presentations, discussions of human rights
scenarios and a range of
activities to engage participants in examining the nature of each
of the rights to which the
organisation is committed. In evaluating this training, trainees
reportedly comment that
examples are beneficial, as they provide a link between taught
10. content and their own
professional experience. Following the training programme,
service users and staff have
shown significant development in the ability to identify human
rights and exercise them
effectively (Owen and Griffiths, 2009).
Attitude and behaviour change within human rights training
Kinderman and Butler (2006) suggest the key to using the
Human Rights Act to ensure the
respect of all service users is promoting change in attitude and
behaviour. They suggest
there are a number of components in the development and
implementation of positive
engagement with human rights, including prevention and
enforcement, strategy, planning
and evaluation, all underpinned by psychological theories of
attitude and behaviour.
Various insights into our understandings of the links between
attitude and behaviour have
been made by key theorists. Fishbein (1967) suggests that
individuals are more likely to act
in a specific way and uphold attitudes when the attitudes in
question are viewed as
11. originating from the self or as pre-existing. Kinderman and
Butler (2006) argue that this is
particularly important when engaging staff around human rights.
Ajzen’s (1991) ‘‘Theory of
Planned Behaviour’’ proposes that a person’s attitude,
subjective norms and perceived
control of behaviour all influence their behaviour. This
indicates a need to assess attitude to
human rights as a means of changing staff’s behaviour.
Rose and Holmes (1991) provide an example of how training
can produce attitude change to
promote and maintain human rights. They evaluated two
workshops designed to change the
attitudes of staff towards the sexuality of people with learning
disabilities, e.g. risk taking
behaviour, freedom of choice and expression of sexuality.
Significant levels of change in staff
attitude were identified following workshops. A longer training
event created a significant
change in staff attitude, in a more ‘‘liberal’’ direction.
However, Rose and Holmes do not
specify which components of the workshops were most effective
in changing participants’
attitudes.
12. Potential barriers to effective human rights training: attitudes
and ‘‘Psychological Reactance’’
Kinderman and Butler (2006) set out certain guidelines when
training people around human
rights. One area they felt to be important was that human rights
should be seen as
complementary to current public service work. To prevent
‘‘reactance’’ to human rights
training, it is important that staff do not feel ‘‘railroaded’’ into
change, rather, that a human
rights approach can bring about service improvements
compatible with current working.
During training, enabling people to share their own experiences
and practice and retain a
sense of congruence with their own thoughts and beliefs are
important in reducing
‘‘psychological reactance’’ towards training and human rights
(Kinderman and Butler, 2006;
Owen et al., 2003; Ministry of Justice, 2008).
This is consistent with Rose and Holmes’ (1991) explanation for
possible attitude change.
They suggest workshops may provide an environment where
participants are able to
13. increase their knowledge whilst providing a platform for a full
and open expression of their
views. Post-test participants were able to express their views
more easily which is indicative
of attitude change.
PAGE 82jTIZARD LEARNING DISABILITY REVIEWj VOL.
17 NO. 2 2012
Summary
The above literature highlights the victimisation and
discrimination people with learning
disabilities face in respect of their basic human rights. It
suggests a need for a human rights
approach and for it to be proactively embedded within services.
Furthermore, it promotes
staff training as a means to accomplish this. However, training
is not without its own potential
difficulties in respect of psychological reactance and attitudes,
issues which can be
addressed and tackled.
The following study took place as part of one of five pilot sites
within the ‘‘Human Rights in
Healthcare’’ project, a Department of Health initiative aiming
14. to increase explicit use of
human rights in health care settings.
Method
This research study examined the impact of human rights
awareness training (HRAT) on
healthcare staff’s knowledge of human rights and attitudes
towards human rights, within a
learning disability service. The relationship between attitude
and knowledge was also
explored.
Ethics
This training was part of a larger service delivery and
evaluation project. Advice was sought
from within the NHS trust conducting the evaluation who
advised the study constituted
service evaluation. Central Office of Research Ethics
Committee permission was not
therefore necessary.
Participants were provided with a participant information sheet,
and were asked for their
informed consent. They were informed they could withdraw at
anytime without prejudice or
15. penalty. Anonymity was maintained.
Measures
A quiz was developed in-house by some of the authors (BG,
GC, MR), to measure
participant knowledge of human rights and a human rights-
based approach (HRBA). The
quiz was piloted with Community Learning Disability Team
staff. Some questions needed to
be changed to reduce high scores and were adapted accordingly.
The quiz consisted of
13 multiple choice questions which required participants to
circle the correct answer.
For example:
The framework that brings human rights into UK law is:
B The Bill of Rights.
B The UK constitution.
B The Human Rights Act.
Participants were given one point for each correct answer and
the sum of those points gave
the final score. High scores indicated higher levels of human
rights and HRBA knowledge.
The attitude questionnaire was developed by one of the authors
16. (BG) in collaboration with
Ipsos/MORI as literature searches suggested there were no other
tools available measuring
attitudes towards human rights. This questionnaire aimed to
measure participants’ thoughts
and feelings towards human rights. 12 items were rated using a
five-point Likert-type scale
ranging from ‘‘strongly agree’’ to ‘‘strongly disagree’’. Four
items reflecting an unfavourable
attitude were reverse scored. For example: ‘‘Human rights are
not useful or relevant to my
day-to-day work’’ (strongly disagree, disagree, neither agree
nor disagree, agree, strongly
agree). An attitude score was obtained by summing up each of
the individual item scores.
A high score indicated a positive attitude.
Procedure
The measures were arranged in a randomised order with each
participant completing them
individually and anonymously. At Time 1 (T1) participants also
completed a demographic
VOL. 17 NO. 2 2012 jTIZARD LEARNING DISABILITY
REVIEWj PAGE 83
17. data sheet and consent form. They were verbally prompted to
complete all the measures in
the order in which they found them in their pack. They then
took part in the HRAT. The training
consisted of a one-day course on human rights awareness which
included what human
rights are, why they are important, their relevance to healthcare
and an explanation of a
HRBA. A Clinical Psychologist (BG) and Community Learning
Disability Nurse (GC)
delivered the one-day course on two separate occasions and
employed both experiential
and didactic teaching methods, including various participant
exercises related to human
rights. Two service users were present on the second training
day.
Immediately after training, participants completed a training
evaluation sheet and repeated
the measures (Time 2 (T2)).
Some participants failed to complete all measures. Three
participants with incomplete
measureseitherat T1or T2wereomittedfrom theanalysis, thus
reducing thesamplesizeto 23.
18. Results
Preliminary analysis
As the attitude questionnaire was devised ‘‘in-house’’ a
statistical test was performed to
measure whether the questionnaire items produced similar
scores (‘‘internal consistency’’).
The Cronbach’s alpha for the questionnaire was 0.84 for T1 and
0.77 at T2 suggesting the
questionnaire was adequate for measuring attitude (Pallant,
2007).
HRAT and knowledge scores
Table I shows mean scores on the human rights knowledge-
based quiz before and after
training. Analysis indicated that there was a significant increase
in knowledge scores
following training (z ¼ 23.451, p ¼ 0.001).
HRAT and attitude scores
Differences between attitude scores at T1 and T2 were analysed.
There was no significant
difference between pre- and post-training attitude scores (t ¼
20.920, df ¼ 22, p . 0.05),
suggesting that the training did not affect attitude.
19. Relationship between attitude and knowledge scores
Statistical analysis revealed there was no significant
relationship between attitude and
knowledge at T1 (r ¼ 20.054, n ¼ 23, p . 0.05) or T2 (r ¼
0.363, n ¼ 23, p . 0.05).
Discussion
Overall results
It was anticipated that HRAT would increase knowledge scores.
A significant difference
between the pre- and post-training knowledge scores was found.
This is consistent with the
findings of the 3Rs training where staff showed significant
development in ability to identify
human rights (Owen and Griffiths, 2009).
It was also proposed HRATwould affect attitude scores.
Although there was a small increase
in mean attitude score at T2, there was no significance
difference between staff’s pre- and
post-training attitude scores. However, participants’ pre-
training scores were high so there
Table I Mean and standard deviations for the HRBA knowledge
quiz and the attitudes to human rights questionnaire pre-
20. and post-training
Knowledge pre-training Knowledge post-training Attitude pre-
training Attitude post-training
Total N 23 23 23 23
Mean 7.17 9.61 49.17 50.13
Standard deviation 1.99 2.37 4.80 5.52
PAGE 84jTIZARD LEARNING DISABILITY REVIEWj VOL.
17 NO. 2 2012
may not have been much margin for change. Moreover, adopting
Flowers’ more ‘‘activist
approach’’ may have produced greater attitude change than the
‘‘psycho-educational
approach’’ (Kinderman and Butler, 2006) used. Although Rose
and Holmes (1991) managed
to achieve attitude change within their training, it is important
to note that they were unable to
specify the components most responsible for this result.
Kinderman and Butler (2006) have suggested that human rights
training should be
presented as congruent with trainees’ existing values to
decrease psychological reactance.
Therefore, it was felt there may be a link between participants’
knowledge and attitude
21. towards human rights, as there may be fewer barriers to learning
in those well-disposed
towards the subject matter. However, analysis revealed there
were no significant correlations
between knowledge and attitude. This finding may have been
due to having a small sample.
The potentially complex interface between knowledge and
attitudes to human rights is an
area for further investigation.
It is suggested that there are a number of components needed to
facilitate positive attitudes
to human rights (Kinderman and Butler, 2006). It could be
argued that the content of the
HRAT emphasises cognitive change rather than emotional
responses which may not be
enough to promote personal reflection and therefore attitudinal
change, as implied by
Flowers (2000). This supports Kinderman and Butler (2006) and
further implies that some of
the components suggested for development of positive attitudes
may not have been
addressed within our planning and implementation of the human
rights training.
22. Group dynamics
Various dynamics were observed on the training days which
may have impacted on the
results. For instance, the presence of two service users on one
of the training days may have
affected the dynamics of the group and subsequent attitudes
divulged on the training day
and on the attitude questionnaire. It could be argued that, with
service users present, it may
have been harder for staff to fully and openly express their
views. Rose and Holmes (1991)
identify this as a necessary factor for the facilitation of attitude
change within their
workshops. Conversely, observations made over the two days of
training indicated that the
sessions were more focused and service user orientated when
service users were present.
This may be an area for further investigation.
Existing human rights concerns for specific participants within
their working roles may also
have had an effect on attitudes and the dynamics in the group.
However, Kinderman and
Butler (2006) identify a need for training groups to be made up
of a range of individuals so a
23. wider range of experiences are shared and the concept of
cooperative working instilled.
As Arthur et al. (2003) suggest, for training to impact and take
effect the working
environment needs to be receptive and supportive.
Methodological limitations
Although the questionnaire is unvalidated, the results from a
preliminary analysis of internal
consistency suggested the questionnaire was adequate in
measuring attitude. However, the
questionnaire could be improved by looking specifically at the
items that may not have been
as strong as others. Moreover, the difference in alpha values at
T1 (0.84) and T2 (0.77) may
be due to response set for the reversed items on the
questionnaire. At the end of the training
session (T2) participants were eager to leave which may have
led to them misreading the
negatively worded items (see ‘‘Measures’’ for example).
Although a significant difference in
human rights knowledge scores was found post-training, many
participants scored highly
prior to human rights training suggesting the quiz may have
24. been too easy. If the quiz is to be
used again researchers may have to revise some of the questions
to address this or lengthen
it to incorporate more questions further assessing knowledge of
human rights.
Future training recommendations
B As identified, a greater focus on psychological theories of
attitude in the development and
implementation of the HRAT is needed.
VOL. 17 NO. 2 2012 jTIZARD LEARNING DISABILITY
REVIEWj PAGE 85
B Using Fishbein’s (1967) concept of attitude originating from
the self, future training would
need to address potential pre-existing negative attitudes towards
human rights and
induce and enhance positive ones.
B Utilising Flowers’ approach, which somewhat echoes
Fishbein’s concept, may produce
attitudinal change.
B Ensuring the participation or perhaps co-facilitation of
service users at all training
25. sessions may maintain the session focus and promote positive
attitudes, although future
research needs to investigate the impact of service user
presence.
B The emotional impact of human rights may need to be
considered and addressed in
future training.
Further recommendations for future research
B Given that the training produced little effect on human rights
attitudes, future research
may want to consider how psychological theories of attitudes
and behaviour operate in
this context to facilitate development of positive attitudes
towards human rights.
B A validation of the attitudinal measure; exploring test-retest
reliability, identifying weaker
attitude questionnaire items and adapting the questionnaire to
make it more reliable.
B Replication of this study using a larger sample and the use of
a control group will help
increase the reliability/validity of the findings.
This study’s findings suggest numerous areas for further
exploration. These include
26. investigating if the presence of service users on training days
facilitates attitude change.
Furthermore, exploring trends between attitude and knowledge
and pre- and post-training
and also attitude trends pre- and post-training could be
valuable. Demographic factors that
may predict attitudes to human rights could also be researched.
Conclusion
Staff training interventions are widely used as a tool in learning
disability services to share
knowledge and create changes in organisational culture. In the
current study, HRAT
produced increased human rights knowledge; it did not create an
attitudinal change to
human rights as indicated by a newly developed measure. We
believe changes in both
knowledge and attitude are important for creating cultural shift.
Further validation of the
human rights attitudinal measure will help to establish whether
the lack of change in the
current study is an artefact related to the current methodology,
or a function of the training
package. In either case, theories of attitude may need to be more
carefully applied to future
27. training resources. Of course, it is also important to remember
that factors other than specific
training, such as the overall ethos of the organisation, are likely
to contribute substantially to
staff culture and behaviour (Ministry of Justice, 2008).
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Corresponding author
Beth Greenhill can be contacted at: [email protected]
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