KHULUMANI WORKS ON REPARATIONS SUBMISSIONS TO ASSIST THE MINISTER OF JUSTICE TO ACHIEVE JUSTICE AND REPARATIONS FOR VICTIMS OF APARTHEID GROSS HUMAN RIGHTS VIOLATIONS
Khulumani Support Group (www.khulumani.net) and member organisations of the South African Coalition on Transitional Justice are working on submissions to the Department of Justice to assist in their adoption after so many years of a comprehensive programme of reparations to redress the damage suffered by victims in their contribution to the liberation struggle in South Africa. 2016 marks the 20th Year since the commencement of the TRC in April 1996.
Dr Cath Byrne who completed her PhD with Khulumani Support Group almost 20 years ago through the University of Santa Cruz in California, USA, returned in 2005 to conduct follow up interviews with victims and survivors who had received the Individual Reparations Grants.
This year Cath summarised her findings regarding the experiences of those relatively few survivors of apartheid gross human rights violations, who had received the benefit of a R30,000.00 once-off grant. These findings are summarised in the attached Power Point presentation. Cath has expressed the hope that these findings might inform Khulumani's ongoing advocacy for reparations.
Cath produced a book of the 30 narratives told to her that had formed the basis of her PhD. The book is called All That Was Lost and was launched by Khulumani with all 30 families present, at an event held in Freedom Square, Kliptown followed by a lunch at the Soweto Hotel.
Khulumani wishes to sincerely thank Dr Cath Byrne for her continued and continuing concern for the lives of survivors of apartheid gross human rights violations.
Joana Dougherty McGee has extensive experience working in fields related to death and dying, end-of-life issues, children with cancer, trauma, and families dealing with illness. She has received training and certification from several organizations focused on pediatric palliative care, hospice care, bereavement support, and healthcare interpretation. McGee has presented at conferences on topics like the needs of Latino families with ill children, dealing with doctors, life during and after treatment, trauma support, marriage issues related to illness, grief, and women's issues. She also has experience working with refugees and victims of war and torture.
"I have never engaged in a sexual act with anyone under the age of 18...I have never engaged in any unlawful act." Michael Geilenfeld, May 5, 2013. --Michael Geilenfeld has been accused of sexually abusing children since the late 1980s in Haiti. Accused by multiple people, multiple times.
This document provides a review of major conflicts, human rights violations, and crises throughout modern world history from World War I to the present day. It summarizes the key causes and effects of World War I and II, the Cold War, and several human rights crises including those in Ukraine, South Africa, Rwanda, Cambodia, Myanmar, Sudan, Israel/Palestine, and the modern Middle East. The document traces the political, economic, and ideological factors that have led to violence and humanitarian disasters globally in the modern era.
The document summarizes the evolution of international declarations on human rights from the initial Universal Declaration adopted by the UN in 1948 to more recent modifications. It discusses how the definition of human rights has expanded over time to include new issues like the rights of indigenous peoples and the right to natural resources. However, it argues that in practice, mega corporations and governments sometimes violate human rights, as seen in cases where indigenous groups are displaced from their land against their will or farmers are impacted by the unchecked introduction of GMOs. The definition of human rights must continue evolving progressively to fill gaps and prevent powerful economic interests from subverting human rights.
This document discusses the UN Global Compact's two principles on human rights and corporate responsibilities. Principle 1 states that businesses should support and respect human rights. Principle 2 states that businesses should avoid complicity in human rights abuses. The document then defines human rights and elaborates on both principles. It explains that businesses have a direct responsibility to respect human rights, even when not required by law. It also discusses the different types of complicity in human rights abuses that businesses should avoid, including direct, beneficial, silent, and obedient complicity.
Fundamentals of Management Lecture, chapter 1 Farhad Khan
This chapter discusses the key roles and responsibilities of managers. It defines management as carrying out four main functions: planning and decision making, organizing, leading, and controlling resources. Managers at different levels (top, middle, lower) focus on varied tasks. Effective management requires strong interpersonal, informational, and decisional skills. While management draws on science through analytical techniques, it is also considered an art as managers rely on experience and judgment to solve problems.
Fundamental of Management (managers & management) NotesFellowBuddy.com
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
This document provides an overview of management principles and concepts. It defines management and discusses the evolution of management theory from scientific management to contemporary approaches. It describes the managerial functions of planning, organizing, staffing, leading, and controlling. It also explains systems theory as it relates to the management process of transforming inputs to outputs through managerial functions while considering external factors. Key theorists discussed include Taylor, Fayol, and Mayo.
Joana Dougherty McGee has extensive experience working in fields related to death and dying, end-of-life issues, children with cancer, trauma, and families dealing with illness. She has received training and certification from several organizations focused on pediatric palliative care, hospice care, bereavement support, and healthcare interpretation. McGee has presented at conferences on topics like the needs of Latino families with ill children, dealing with doctors, life during and after treatment, trauma support, marriage issues related to illness, grief, and women's issues. She also has experience working with refugees and victims of war and torture.
"I have never engaged in a sexual act with anyone under the age of 18...I have never engaged in any unlawful act." Michael Geilenfeld, May 5, 2013. --Michael Geilenfeld has been accused of sexually abusing children since the late 1980s in Haiti. Accused by multiple people, multiple times.
This document provides a review of major conflicts, human rights violations, and crises throughout modern world history from World War I to the present day. It summarizes the key causes and effects of World War I and II, the Cold War, and several human rights crises including those in Ukraine, South Africa, Rwanda, Cambodia, Myanmar, Sudan, Israel/Palestine, and the modern Middle East. The document traces the political, economic, and ideological factors that have led to violence and humanitarian disasters globally in the modern era.
The document summarizes the evolution of international declarations on human rights from the initial Universal Declaration adopted by the UN in 1948 to more recent modifications. It discusses how the definition of human rights has expanded over time to include new issues like the rights of indigenous peoples and the right to natural resources. However, it argues that in practice, mega corporations and governments sometimes violate human rights, as seen in cases where indigenous groups are displaced from their land against their will or farmers are impacted by the unchecked introduction of GMOs. The definition of human rights must continue evolving progressively to fill gaps and prevent powerful economic interests from subverting human rights.
This document discusses the UN Global Compact's two principles on human rights and corporate responsibilities. Principle 1 states that businesses should support and respect human rights. Principle 2 states that businesses should avoid complicity in human rights abuses. The document then defines human rights and elaborates on both principles. It explains that businesses have a direct responsibility to respect human rights, even when not required by law. It also discusses the different types of complicity in human rights abuses that businesses should avoid, including direct, beneficial, silent, and obedient complicity.
Fundamentals of Management Lecture, chapter 1 Farhad Khan
This chapter discusses the key roles and responsibilities of managers. It defines management as carrying out four main functions: planning and decision making, organizing, leading, and controlling resources. Managers at different levels (top, middle, lower) focus on varied tasks. Effective management requires strong interpersonal, informational, and decisional skills. While management draws on science through analytical techniques, it is also considered an art as managers rely on experience and judgment to solve problems.
Fundamental of Management (managers & management) NotesFellowBuddy.com
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
This document provides an overview of management principles and concepts. It defines management and discusses the evolution of management theory from scientific management to contemporary approaches. It describes the managerial functions of planning, organizing, staffing, leading, and controlling. It also explains systems theory as it relates to the management process of transforming inputs to outputs through managerial functions while considering external factors. Key theorists discussed include Taylor, Fayol, and Mayo.
The document discusses advance care planning (ACP) and problems with traditional approaches focusing on advance directives. It summarizes research showing many patients do not understand forms or hypothetical scenarios. Focus groups identified 5 themes to better prepare for medical decision-making: 1) Identify a surrogate, 2) Reflect on values and past experiences, 3) Discuss flexibility for surrogates, 4) Inform family/friends of decisions, and 5) Ask clinicians about treatment outcomes. The author developed an interactive website called PREPARE addressing these themes. A pilot study found it improved engagement in ACP behaviors among diverse older adults based on a new ACP survey measuring behavior change processes and actions.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Writers will bid on the request and the client can choose a writer. 4) The client will receive a paper and can request revisions if needed. 5) HelpWriting.net guarantees original, high-quality content and refunds are offered for plagiarized work.
This document provides an outline for a workshop exploring universal basic income. The workshop will begin with land acknowledgements and introductions. Participants will establish agreements for respectful discussion and review basic definitions of UBI and related concepts. Two videos on inequality and exploring UBI will be shown, followed by a story circle where participants can discuss their views. The workshop aims to discuss how theology can help or complicate issues around UBI and will conclude by considering next steps.
The document discusses the challenges faced by the "sandwich generation" - individuals who care for both their aging parents and their own children. As people live longer, families are more multigenerational. This puts a strain on middle-aged adults who must balance the needs of elderly parents with their career and children. Women especially struggle as most caregivers. Without support, the mental and physical health of caregivers suffers from stress. Counselors can help by focusing on resilience and using strength-based questions about family relationships, responsibilities, needs met and neglected, and finding laughter amid challenges.
Meghan Hall presented on addressing dissatisfaction with decisions around organ donation for infants and children. She discussed the intense grief experienced by families who lose children, and how dissatisfaction with organ donation decisions can further complicate grief. Approximately 26% of families regretted or wished they had made a different decision about donation. Barriers to informed decision making included misunderstandings about brain death and beliefs that donation caused additional suffering. Hall proposed developing meaningful passing plans with families, fully disclosing information, and having early discussions during prenatal appointments to help families feel more peace in their loss and satisfaction in their donation decisions.
Poverty reduces cognitive capacity and leads to poor decision making. Experiments show that those facing financial scarcity perform worse on cognitive tests and exhibit less self-control. The poor must constantly make difficult trade-offs which taxes bandwidth. Scarcity captures attention on immediate needs, reducing focus on long term goals. Policies should simplify processes and provide reminders and commitment devices to reduce cognitive load on the poor.
“I Had No Idea”: The Silencing of Food Insecurity and the Role of Undergradua...Iowa Campus Compact
Primarily focused on undergraduate
education, this session seeks to elicit new
ways to help our students understand and redress public silence and quiescence
around the issue of food insecurity.
Garry Leonard Running IV
Department of Geography
and Anthropology
UW-Eau Claire
Ruth Cronje
English and Honors
UW-Eau Claire
Mike Huggins
Eau Claire Clear Vision
UW-Eau Claire Honors
Homelessness refers to people without permanent housing such as a house or apartment. While homelessness has existed since the 1640s and was seen as a moral flaw, it was exacerbated in the 1980s by cuts to housing programs. Common causes of homelessness include loss of family/employment, domestic violence, mental illness, and substance abuse. Service needs for the homeless population include employment assistance, housing, healthcare, substance abuse treatment, and food/meals. Providers face challenges like lack of shelter space and funding as well as clients' lack of skills/education. Effective services connect homeless individuals to shelters, mailing addresses, meals, government aid, and social services.
Biopsychosocial Assessment (ONLY THE FORMAT OF THIS DOCUMChantellPantoja184
Biopsychosocial Assessment
(ONLY THE FORMAT OF THIS DOCUMENT AND BOLDED TITLES SHOULD
BE WRITTEN INTO YOUR ASSESSMENT—THE REMAINING ITEMS ARE
CUES FOR WHAT INFORMATION IS TO BE CONSIDERED AND
COLLECTED DURING THE INTERVIEW PROCESS)
I. Identifying Information
A. Demographic information: age, sex, ethnic group, current employment, marital status,
physical environment/housing: nature of living circumstances (apartment, group
home or other shared living arrangement, homeless); neighborhood.
B. Referral information: (referral source (self or other), reason for referral. Other
professionals or indigenous helpers currently involved.
C. Data sources used in writing this assessment: interviews with others involved (list
dates and persons), tests performed, other data used.
II. Presenting Problem
A. Description of the problem, and situation for which help is sought as presented by the
client. Use the client’s words. What precipitated the current difficulty? What feelings
and thoughts have been aroused? How has the client coped so far?
B. Who else is involved in the problem? How are they involved? How do they view the
problem? How have they reacted? How have they contributed to the problem or
solution?
C. Past experiences related to current difficulty. Has something like this ever happened
before? If so, how was it handled then? What were the consequences?
III. Background History
A. Developmental history: from early life to present (if obtainable)
B. Family background: description of family of origin and current family. Extent of
support. Family perspective on client and client’s perspective on family. Family
communication patterns. Family’s influence on client and intergenerational factors.
C. Intimate relationship history
D. Educational and/or vocational training
E. Employment history
F. Military history (if applicable)
G. Use and abuse of alcohol or drugs, self and family
H. Medical history: birth information, illnesses, accidents, surgery, allergies, disabilities,
health problems in family, nutrition, exercise, sleep
I. Mental Health history: previous mental health problems and treatment,
hospitalizations, outcome of treatment, family mental health issues.
J. Nodal events: deaths of significant others, serious losses or traumas, significant life
achievements
K. Cultural background: race/ethnicity, primary language/other languages spoken,
significance of cultural identity, cultural strengths, experiences of discrimination or
oppression, migration experience and impact of migration on individual and family
life cycle.
L. Religion: denomination, church membership, extent of involvement, spiritual
perspective, special observances
IV. Assessment
A. What is the key issue or problem from the client’s perspective? From the worker’s
perspective?
B. How effectively is the client functioning?
C. What factors, including thoughts, behaviors, personality issues, environmental
circ ...
A warm welcome to CRESTBD's webinar slides for "Stigma123 & Bipolar Disorder"! An idea readily accepted in academic literature, the three levels of stigma is not yet a robust part of the mainstream discussion about stigma. We'll share both the lived experience and research perspectives of our team.
Movie Character Health Assessment "My Sisiter's Keeper"vinishamahesh
Kate is a 16-year-old girl diagnosed with leukemia at age 2 who is the focus of the film My Sister's Keeper. She has progressed to end-stage kidney failure and receives hemodialysis and chemotherapy. Though weak, she enjoys normal teenage activities. Her family is supportive but the family is torn by a lawsuit filed by Kate's sister Anna regarding medical decision-making. Kate's health continues to decline and she decides to stop treatment, upsetting her family.
Notes on PET talk Giving: The Gamete Donor Perspective, December 2012Kriss Fearon
These are notes from a 7-minute talk I gave at a PET event on egg and sperm donation, representing the National Gamete Donation Trust. You can find out more about this series of talks and the other speakers here: http://www.progress.org.uk/giving
Ontario Court of Justice Presentation Dr Stewart Jan 15.2014Suzanne Stewart
The document discusses the need for the Ontario justice system to learn about Indigenous cultures in order to reduce systemic biases against Aboriginal peoples in family court. It notes that Aboriginal conceptions of psychology, parenting and social behaviors differ significantly from Western worldviews. There is also overrepresentation of Aboriginal children and families in the child welfare system. The document advocates incorporating Indigenous conceptions of ethics, families and social structures into the court process to make it more culturally appropriate and reduce oppression of Aboriginal peoples. It provides examples of how understanding colonial history and Aboriginal worldviews could help reform practices to be more empowering for Indigenous communities.
This document discusses the need to broaden advance care planning beyond advance directives and focus more on preparing patients and their surrogates for medical decision making through communication. It notes that traditional advance directives often do not improve outcomes and can cause stress. Research identified 5 key behaviors to prepare for decision making: 1) Choosing a surrogate, 2) Reflecting on values and priorities, 3) Discussing flexibility for the surrogate, 4) Informing family/doctors of decisions, and 5) Asking clinicians about treatment outcomes. The PREPARE website was created to model and teach these behaviors through videos and improve engagement in the planning process. The field needs new outcomes measures that assess progress along the behavioral change pathway for multiple advance
The document discusses a collaboration between English students and intensive English program (IEP) students at a university to improve health literacy. The English students identified barriers to understanding health information for international students. They then worked with IEP students to simplify existing health documents by adding images, simplifying language, using bullet points, and condensing information. The revised documents had lower grade levels. Through this process, the English students changed their assumptions about IEP students and learned about different healthcare systems and cultures. They were able to form new relationships with the IEP students. The collaboration helped improve health literacy for international students and increase intercultural competence for all.
This webinar educates professionals on strategies for recognizing and addressing the unique physical, emotional, and behavioral manifestations of grief and loss among healthcare and other helping professionals.
Make birth better training prejudice and pride jan smith suzanne munroeMake Birth Better
Prejudice & PrideMaking it Right & Saying Sorry
Suzanne Munroe
Director & Head of Clinical Negligence- Switalskis Solicitors
Dr Jan Smith
Chartered Psychologist & Clinical Lead at Make Birth Better
FNIM cultures in Saskatchewan Practical Nursing November 28 2019griehl
This document provides an overview of a presentation on First Nations, Inuit and Métis (FNIM) cultures in Saskatchewan. The presentation discusses key concepts like the medicine wheel, cultural competence, reflective practice and land acknowledgments. It encourages learning about residential schools and their impact, as well as Treaty rights and Indigenous health services. Storytelling is used to illustrate concepts. The goal is to help attendees broaden their understanding of applying the Platinum Rule of treating others how they want to be treated when working with diverse clients.
The document discusses research on the roles of gender and children in Mexican immigrant households settling in the United States. It summarizes findings from interviews that girls generally took on more responsibilities than boys in helping families adjust to new systems like schools, finances, employment, healthcare and legal/political matters. Children served as tutors, advocates and surrogate parents. The dominant American family ideology can shape expectations and experiences of Asian immigrant children by providing a contrasting standard of a "normal" family.
This document provides details about the Khulumani v. Barclays National Bank Ltd. et al lawsuit brought by victims of apartheid-era violence in South Africa against multinational corporations that aided the apartheid regime. It describes how companies in industries like oil, armaments, banking, transportation, and technology provided material support to South Africa between 1960-1993 despite international sanctions. This support was instrumental in allowing the regime to carry out crimes against humanity like killings, torture, and forced removals. The lawsuit aimed to hold these corporations accountable for their complicity in human rights abuses during apartheid.
An Unresolved Struggle for Reparations, Redress & Restitution in South Africa Khulumani Support Group
This document summarizes perspectives on reparations and redress for racial injustices in South Africa. It discusses the views of thinkers like Bryan Stevenson, Ta-Nehisi Coates, and Hillary Beckles who argue that countries must address the lasting impacts of policies like slavery, segregation, and colonialism. It notes that resistance to reparations in South Africa reflects a failure to understand how these historical actions have harmed people and that reckoning with moral debts is needed for true peace and healing. The document advocates for a 10-point plan of reparatory justice, including apologies, cultural programs, and debt cancellation to address inequalities and move towards repairing damage from the past.
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The document discusses advance care planning (ACP) and problems with traditional approaches focusing on advance directives. It summarizes research showing many patients do not understand forms or hypothetical scenarios. Focus groups identified 5 themes to better prepare for medical decision-making: 1) Identify a surrogate, 2) Reflect on values and past experiences, 3) Discuss flexibility for surrogates, 4) Inform family/friends of decisions, and 5) Ask clinicians about treatment outcomes. The author developed an interactive website called PREPARE addressing these themes. A pilot study found it improved engagement in ACP behaviors among diverse older adults based on a new ACP survey measuring behavior change processes and actions.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Writers will bid on the request and the client can choose a writer. 4) The client will receive a paper and can request revisions if needed. 5) HelpWriting.net guarantees original, high-quality content and refunds are offered for plagiarized work.
This document provides an outline for a workshop exploring universal basic income. The workshop will begin with land acknowledgements and introductions. Participants will establish agreements for respectful discussion and review basic definitions of UBI and related concepts. Two videos on inequality and exploring UBI will be shown, followed by a story circle where participants can discuss their views. The workshop aims to discuss how theology can help or complicate issues around UBI and will conclude by considering next steps.
The document discusses the challenges faced by the "sandwich generation" - individuals who care for both their aging parents and their own children. As people live longer, families are more multigenerational. This puts a strain on middle-aged adults who must balance the needs of elderly parents with their career and children. Women especially struggle as most caregivers. Without support, the mental and physical health of caregivers suffers from stress. Counselors can help by focusing on resilience and using strength-based questions about family relationships, responsibilities, needs met and neglected, and finding laughter amid challenges.
Meghan Hall presented on addressing dissatisfaction with decisions around organ donation for infants and children. She discussed the intense grief experienced by families who lose children, and how dissatisfaction with organ donation decisions can further complicate grief. Approximately 26% of families regretted or wished they had made a different decision about donation. Barriers to informed decision making included misunderstandings about brain death and beliefs that donation caused additional suffering. Hall proposed developing meaningful passing plans with families, fully disclosing information, and having early discussions during prenatal appointments to help families feel more peace in their loss and satisfaction in their donation decisions.
Poverty reduces cognitive capacity and leads to poor decision making. Experiments show that those facing financial scarcity perform worse on cognitive tests and exhibit less self-control. The poor must constantly make difficult trade-offs which taxes bandwidth. Scarcity captures attention on immediate needs, reducing focus on long term goals. Policies should simplify processes and provide reminders and commitment devices to reduce cognitive load on the poor.
“I Had No Idea”: The Silencing of Food Insecurity and the Role of Undergradua...Iowa Campus Compact
Primarily focused on undergraduate
education, this session seeks to elicit new
ways to help our students understand and redress public silence and quiescence
around the issue of food insecurity.
Garry Leonard Running IV
Department of Geography
and Anthropology
UW-Eau Claire
Ruth Cronje
English and Honors
UW-Eau Claire
Mike Huggins
Eau Claire Clear Vision
UW-Eau Claire Honors
Homelessness refers to people without permanent housing such as a house or apartment. While homelessness has existed since the 1640s and was seen as a moral flaw, it was exacerbated in the 1980s by cuts to housing programs. Common causes of homelessness include loss of family/employment, domestic violence, mental illness, and substance abuse. Service needs for the homeless population include employment assistance, housing, healthcare, substance abuse treatment, and food/meals. Providers face challenges like lack of shelter space and funding as well as clients' lack of skills/education. Effective services connect homeless individuals to shelters, mailing addresses, meals, government aid, and social services.
Biopsychosocial Assessment (ONLY THE FORMAT OF THIS DOCUMChantellPantoja184
Biopsychosocial Assessment
(ONLY THE FORMAT OF THIS DOCUMENT AND BOLDED TITLES SHOULD
BE WRITTEN INTO YOUR ASSESSMENT—THE REMAINING ITEMS ARE
CUES FOR WHAT INFORMATION IS TO BE CONSIDERED AND
COLLECTED DURING THE INTERVIEW PROCESS)
I. Identifying Information
A. Demographic information: age, sex, ethnic group, current employment, marital status,
physical environment/housing: nature of living circumstances (apartment, group
home or other shared living arrangement, homeless); neighborhood.
B. Referral information: (referral source (self or other), reason for referral. Other
professionals or indigenous helpers currently involved.
C. Data sources used in writing this assessment: interviews with others involved (list
dates and persons), tests performed, other data used.
II. Presenting Problem
A. Description of the problem, and situation for which help is sought as presented by the
client. Use the client’s words. What precipitated the current difficulty? What feelings
and thoughts have been aroused? How has the client coped so far?
B. Who else is involved in the problem? How are they involved? How do they view the
problem? How have they reacted? How have they contributed to the problem or
solution?
C. Past experiences related to current difficulty. Has something like this ever happened
before? If so, how was it handled then? What were the consequences?
III. Background History
A. Developmental history: from early life to present (if obtainable)
B. Family background: description of family of origin and current family. Extent of
support. Family perspective on client and client’s perspective on family. Family
communication patterns. Family’s influence on client and intergenerational factors.
C. Intimate relationship history
D. Educational and/or vocational training
E. Employment history
F. Military history (if applicable)
G. Use and abuse of alcohol or drugs, self and family
H. Medical history: birth information, illnesses, accidents, surgery, allergies, disabilities,
health problems in family, nutrition, exercise, sleep
I. Mental Health history: previous mental health problems and treatment,
hospitalizations, outcome of treatment, family mental health issues.
J. Nodal events: deaths of significant others, serious losses or traumas, significant life
achievements
K. Cultural background: race/ethnicity, primary language/other languages spoken,
significance of cultural identity, cultural strengths, experiences of discrimination or
oppression, migration experience and impact of migration on individual and family
life cycle.
L. Religion: denomination, church membership, extent of involvement, spiritual
perspective, special observances
IV. Assessment
A. What is the key issue or problem from the client’s perspective? From the worker’s
perspective?
B. How effectively is the client functioning?
C. What factors, including thoughts, behaviors, personality issues, environmental
circ ...
A warm welcome to CRESTBD's webinar slides for "Stigma123 & Bipolar Disorder"! An idea readily accepted in academic literature, the three levels of stigma is not yet a robust part of the mainstream discussion about stigma. We'll share both the lived experience and research perspectives of our team.
Movie Character Health Assessment "My Sisiter's Keeper"vinishamahesh
Kate is a 16-year-old girl diagnosed with leukemia at age 2 who is the focus of the film My Sister's Keeper. She has progressed to end-stage kidney failure and receives hemodialysis and chemotherapy. Though weak, she enjoys normal teenage activities. Her family is supportive but the family is torn by a lawsuit filed by Kate's sister Anna regarding medical decision-making. Kate's health continues to decline and she decides to stop treatment, upsetting her family.
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These are notes from a 7-minute talk I gave at a PET event on egg and sperm donation, representing the National Gamete Donation Trust. You can find out more about this series of talks and the other speakers here: http://www.progress.org.uk/giving
Ontario Court of Justice Presentation Dr Stewart Jan 15.2014Suzanne Stewart
The document discusses the need for the Ontario justice system to learn about Indigenous cultures in order to reduce systemic biases against Aboriginal peoples in family court. It notes that Aboriginal conceptions of psychology, parenting and social behaviors differ significantly from Western worldviews. There is also overrepresentation of Aboriginal children and families in the child welfare system. The document advocates incorporating Indigenous conceptions of ethics, families and social structures into the court process to make it more culturally appropriate and reduce oppression of Aboriginal peoples. It provides examples of how understanding colonial history and Aboriginal worldviews could help reform practices to be more empowering for Indigenous communities.
This document discusses the need to broaden advance care planning beyond advance directives and focus more on preparing patients and their surrogates for medical decision making through communication. It notes that traditional advance directives often do not improve outcomes and can cause stress. Research identified 5 key behaviors to prepare for decision making: 1) Choosing a surrogate, 2) Reflecting on values and priorities, 3) Discussing flexibility for the surrogate, 4) Informing family/doctors of decisions, and 5) Asking clinicians about treatment outcomes. The PREPARE website was created to model and teach these behaviors through videos and improve engagement in the planning process. The field needs new outcomes measures that assess progress along the behavioral change pathway for multiple advance
The document discusses a collaboration between English students and intensive English program (IEP) students at a university to improve health literacy. The English students identified barriers to understanding health information for international students. They then worked with IEP students to simplify existing health documents by adding images, simplifying language, using bullet points, and condensing information. The revised documents had lower grade levels. Through this process, the English students changed their assumptions about IEP students and learned about different healthcare systems and cultures. They were able to form new relationships with the IEP students. The collaboration helped improve health literacy for international students and increase intercultural competence for all.
This webinar educates professionals on strategies for recognizing and addressing the unique physical, emotional, and behavioral manifestations of grief and loss among healthcare and other helping professionals.
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This document provides an overview of a presentation on First Nations, Inuit and Métis (FNIM) cultures in Saskatchewan. The presentation discusses key concepts like the medicine wheel, cultural competence, reflective practice and land acknowledgments. It encourages learning about residential schools and their impact, as well as Treaty rights and Indigenous health services. Storytelling is used to illustrate concepts. The goal is to help attendees broaden their understanding of applying the Platinum Rule of treating others how they want to be treated when working with diverse clients.
The document discusses research on the roles of gender and children in Mexican immigrant households settling in the United States. It summarizes findings from interviews that girls generally took on more responsibilities than boys in helping families adjust to new systems like schools, finances, employment, healthcare and legal/political matters. Children served as tutors, advocates and surrogate parents. The dominant American family ideology can shape expectations and experiences of Asian immigrant children by providing a contrasting standard of a "normal" family.
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Ongoing Advocacy for a Comprehensive Reparations Programme in South Africa for Survivors of Apartheid Gross Human Rights Violations
1. R E C I P I E N T S ’ R E S P O N S E S I N 2 0 0 5
SOUTH AFRICAN TRC
REPARATION PAYOUTS
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / 2016 / Research Affiliates / University of California Santa Cruz, USA
1
2. CONTEXTUALIZATION OF RESEARCH
RESULTS PRESENTED
• This research study was conducted in 2005 at the Khulumani office in
Johannesburg. Nineteen (19) Victims/Survivors of Human Rights
Violations who had previously been interviewed about the TRC, were
interviewed regarding their experience of receiving reparations.
• Researcher: Dr Catherine Byrne, a South African, who was at the time
an Assistant Professor at the University of California Santa Cruz
(UCSC), USA. Dr Byrne was supported in the write up of the data by
then graduate student and now Dr Jenny Escobar.
• We believe that although 10 years have passed since the data was
collected, and though we have not at this point published it in academic
journals, that as the reparations process seems still yet to be completed
that such data – though with its limitations/generalizability due to a small
number of interviewees – that it might be helpful for Khulumani, the
South African government, NGOs, the media, etc. Particularly as this
year marks the 20th Anniversary of the South African TRC and other
countries look to it as an example to be copied.
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 2
3. SUMMARY FINDINGS:
THE IMPACT OF REPARATIONS PAID OUT
- Survivors’ Meanings of Reparations: Literal & Symbolic
- Survivors’ Plans to Spend Reparations Money
- Actual Ways in which Reparations Money was Spent
- Survivors’ Current Socioeconomic Suffering and Needs
- Socio-emotional Impacts of Reparations
- Critiques of the Reparation Amount and Process
- Survivors’ Perceptions of the Current Government
- Survivor’s Recommendations for Improving the Process
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 3
4. HOW SURVIVORS MADE MEANING
OF REPARATIONS PROVIDED
• LITERAL MEANING
Money to meet basic needs: e.g.,
for buying food
SYMBOLIC MEANING
- A gesture of “welcoming back”
victims into society
- An act of justice
- A reminder of those who had
died
- A way to reconcile with the
perpetrators
- A comforting gesture/sign of
acknowledgement from the
government
- A show of remorse
- A way to “wipe away tears”
- A sign of the government
making a mockery of their
sacrifice
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA
4
5. SURVIVORS’ PLANS TO SPEND
REPARATIONS MONEY
• For TRAINING PROGRAMS to ensure their future
employment
• For their CHILDREN’S FUTURE: School Education
• For RITUAL CEREMONIES/TOMBSTONES for their
deceased loved ones who were killed during apartheid
• For opening a SMALL BUSINESS
• For PAYING DEBTS
• For HOME IMPROVEMENTS
• For MEDICAL NEEDS and,
• SAVING the money
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 5
6. ACTUAL WAYS THE MONEY WAS SPENT
• On BASIC NEEDS:
FOOD, CLOTHING & SHELTER
• On ACCUMULATION OF MUNICIPAL DEBTS:
WATER, RENT & ELECTRICITY
• On HOUSEHOLD REPAIRS (police had broken doors etc)
• On MEDICAL NEEDS
• On OPENING UP A SMALL BUSINESS
• On BURIAL RITUALS/COMMEMORATIONS
• MONEY WAS SAVED for the future (accruing bank fees
an issue however)
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 6
7. CURRENT (2005) SOCIOECONOMIC
SUFFERING AND NEEDS
• Continuing CONSEQUENCES OF VIOLATIONS &
IMPACT of DISABILITIES
• PHYSICAL PAIN is still being endured
• The impacts of DISABILITIES are still affecting their lives
• BULLETS are still lodged in their bodies
• Employment is a CHALLENGE due to pain and disabilities
• The negative impact of an unearned CRIMINAL RECORD
remains e.g. in terms of employment possibilities
• LONG TERM income lost due to breadwinner absence
• SOCIO-ECONOMIC CONCERNS
• Lack of employment opportunities
• High cost of living (water, electricity, rent)
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 7
8. CURRENT (2005) SOCIOECONOMIC
SUFFERING AND NEEDS
• Survivors’ EXISTING NEEDS:
• Due to violation related disabilities and injuries:
• A NEED for HEALH CARE
• Due to POVERTY, most in need interviewed could not afford follow up Doctor
visits needed (e.g., for bullet and stabbing wounds, and constant sharp pain)
• A NEED for MONEY TO COVER:
• TRANSPORTATION to/from HEALTH CARE
• PRESCRIPTION MEDICATIONS
• FUNDS to put up a TOMBSTONE for the deceased
• FUNDS to pay for their own or their children’s education
• Survivors’ WAYS OF COPING FINANCIALLY:
• Some received pensions and/or disability grants
• Started a small business (eg., one person rented out a pool table in
her home) – though it was not enough to live on
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 8
9. SOCIO-EMOTIONAL IMPACTS OF
RECEIVING REPARATIONS
• INCOMPENSATABLE LOSS
• Money cannot erase suffering
• Money cannot heal wounds
• Money cannot bring back the dead
• Money cannot be equated with human life
• “One’s life is not worth thirty thousand (Rand)”
• MEANINGLESS MONEY
• The money was just money, without any special symbolic
meaning
• The money was used for basic needs and was not available for
more meaningful things (healing, or to give to grandchildren etc.).
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 9
10. SOCIO-EMOTIONAL IMPACTS OF
RECEIVING REPARATIONS
• Cont.
• DISCLOSING RECEIPT OF REPARATIONS TO
FRIENDS/COMMUNITY
• Some friends and family ASSUMED THEY WERE RICH having
received the reparations
• REQUESTS FOR MONEY was a concern
• Some survivors who had NOTHING TO SHOW for the money felt
ASHAMED when asked about it
• There was a concern that it might be STOLEN by “thugs”
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 10
11. SOCIO-EMOTIONAL IMPACTS OF
RECEIVING REPARATIONS
• POSITIVE FAMILY IMPACT
• Family members reacted positively towards their receiving
reparations
• Family members were happy their family member was one of few
survivors in the country to receive the amount
• Family members participated in deciding how the money was to be
spent
• NEGATIVE FAMILY IMPACT
• Family members were not happy with the amount received
(especially if there was a long term injury/disability involved)
• Family were not happy with the way the money was allocated
• Family was broken apart as a result of the money tensions
• Survivors felt pressured by family to spend it in a certain way
• Survivors suffered hardships (not having food to eat) while waiting for
the money to be finally paid out
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 11
12. SOCIO-EMOTIONAL IMPACTS OF
RECEIVING REPARATIONS
• Cont.
• OBLIGATIONS TO HELP OTHERS WITH THE MONEY:
• Felt they were expected to help others financially after receiving the money
• Many used the money to help family members and friends
• Used for others for: medical attention, burial services, or basic needs of food,
shoes and clothes
• For cultural traditions: for example, paying labola to his marriage partner with
his reparations
• Helping others financially as a way to acknowledge and thank them for their
support
• LACKING SKILLS TO MANAGE MONEY
• Lacking budgeting skills to use reparations wisely
• Not really knowing how they had spent all the money
• Experiencing a feeling of “mismanaging” the money – despite having spent it
on food, rent, municipal debts etc.
• Disappointed as the expectation was that there would be real long term
visible impacts from the reparations
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 12
13. SOCIO-EMOTIONAL IMPACTS OF
RECEIVING REPARATIONS
• Cont.
• ACCOUNTABILITY FOR REPARATION MONEY:
• A concern arose around the ability to “show others” what they had done with the
money when asked about it
• Explaining was easier if it had been used for something TANGIBLE (house repair)
• Felt guilty and angry if needing to explain NONTANGIBLE uses (bills etc.)
• Frustrated that they had received the money but still lived in a shack (used for other expenses)
• A CHANCE TO DO IT OVER:
• Survivors said they wanted to do things differently with the money if given the
chance
• Guilt for not spending it “properly”
• Desire to have used it in more constructive ways or on “better things” (something
with long term benefit)
• MONEY RECEIVED WAS BETTER THAN NOTHING
• FRUSTRATION REGARDING THEIR INABILITY TO CHANGE
REPARATIONS OUTCOMES (more say about reparations would have
been preferred)
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 13
14. CRITIQUES OF THE REPARATION
AMOUNT AND PROCESS
• Money paid out was TOO LITTLE
• Particularly in light of the basic current needs for which survivors
used the reparations (including for their dependents)
• Not enough to invest in some long-term sustainable project
• THE WAITING TIME WAS TOO LONG
• It took the government a long time to distribute reparations
• Survivors had unmet needs during the years of waiting
• Survivors lost hope that the reparations would be paid out
• THE MONEY IS FINISHED
• The amount received was insufficient and it is now finished
• There is no money left to support themselves
• The money is gone but the pain remains, and their lifestyle did not
improve
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 14
15. CRITIQUES OF THE REPARATION
AMOUNT AND PROCESS
• Cont.
• CONCERNS AROUND ALLOCATION OF MONEY:
• A structural concern was the LACK OF CLARITY regarding the reparations pay out POLICY
• Confusion occurred regarding the AMOUNT of money received per victim
• Survivors did not expect to SHARE reparations with family members
• No planning possibility as the MONEY JUST ARRIVED one day
• TOO FEW PEOPLE RECEIVED REPARATIONS
• Survivors showed gratitude for having received the reparations
• NOT everyone who suffered from human rights violations qualified for reparations
• Recipients compared themselves to those who received nothing – “so many people suffered
under the old regime”
• SURVIVORS HAD TO PUT UP A FIGHT TO GET REPARATIONS
• Survivors were frustrated that they had to put up a fight to get government to finally pay out
reparations (having to go into the streets and march etc.)
• LACK OF SURVIVORS INPUT IN DESIGNING REPARATIONS
• Some survivors expressed dissatisfaction with the money received because they felt they did
not have a voice in the process
• Some survivors might have preferred housing, healthcare or psychological help instead of a
financial payout
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 15
16. SURVIVORS’ PERCEPTION OF THE
CURRENT (2005) GOVERNMENT
• Felt BETRAYED by the government
• Believed government officials were BENEFITTING from
high positions in government and getting “fat” salaries
(while victims had to take to the streets to be paid
reparations promised them)
• Felt the government had FORGOTTEN about the
CONTRIBUTIONS made by VICTIMS during the fight
against apartheid. A LACK OF RECOGNITION of victim
sacrifice.
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 16
17. SURVIVORS’ RECOMMENDATIONS FOR
IMPROVING THE REPARATIONS PROCESS
• Distribute LONG-TERM payments vs. a one time payment
• Issue in installments
• Over time
• Survivors questioned why the government issued a one time payment of R30,000 versus what was recommended by
the TRC of “annual payments for 6 years”
• Offer CASE BY CASE Compensation
• Reparations should be tailored to individuals most URGENT needs
• Compensation should be in relation to their highest need, depending on their situation. For example, for those disabled,
access to healthcare might have been key. For those who lost a family breadwinner, money to pay bills and rent might
be the priority.
• COMMUNITY REPARATIONS
• ACCESS: Survivors requested that government set up liaisons in various government departments where TRC victims
could get quick access and attention (and not have to struggle with accessing an already overloaded system)
• The exhumation of the bones of loved ones
• Investigative committees to find out information about the disappeared
• Ritual ceremonies to commemorate the dead
• Access to education and healthcare
• Specific employment opportunities for victims and their families
• Special rent subsidies and tax rates for victims
• Psychological services provided for dealing with suffering in the past and present
• OTHER RECOMMENDATIONS
• The setting up of financial management workshops for recipients
• Skills on how to best invest or use the money for long term returns
• Victims requested receiving an additional reparation payout from the government in the future (in addition to the $30K
paid out)
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 17
18. SUMMARY AND IMPLICATIONS OF
FINDINGS
• Limitations: Though the group of survivors we
interviewed (19) is small, and generalizability thus
limited, those interviewed share similar characteristics
with the larger group of survivors who submitted a TRC
statement. Also as all those interviewed are Black South
Africans, this research may not represent the views of
non black South Africans who received reparations.
• RESULTS SHED LIGHT ON THE COMPLEX IMPACT
MONETARY REPARATIONS HAVE ON SURVIVORS
OF GROSS HUMAN RIGHTS VIOLATIONS
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 18
19. SUMMARY AND IMPLICATIONS OF
FINDINGS
• OUR FINDINGS:
• Indicate an OVERALL DISSATISFACTION with the REPARATION PROCESS
• The MAJORITY of survivors SPENT THEIR MONEY not on long term support but on
IMMEDIATE BASIC NEEDS such as:
• MUNICIPAL DEBTS
• FOOD
• CLOTHING
• SHELTER
• SOCIO-EMOTIONAL impacts:
• Most described the PROCESS as more a BURDEN than a relief
• Many whose family members had died during apartheid felt the money could not bring them back – and thus
LACKED MEANING
• Some reported SOCIAL STRAIN once receiving reparations (it caused separation based on us vs. them –
those who got reparations and those who did not)
• FAMILY STRAIN around reparations
• An EXPECTATION from family and friends that you would HELP OTHERS with the money
• The AMOUNT of money was TOO LITTLE to accomplish what they wanted to do
• The LENGTH OF TIME – the WAIT for reparation payout – was TOO LONG
• LACK of PARTICIPATION around the reparations process was frustrating
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 19
20. TAKING SURVIVORS’ SUGGESTIONS INTO
ACCOUNT: “WHY DIDN’T THEY ASK US?”
• Suggestions from survivors:
• Survivors individual NEEDS should be given PRIORITY when determining
what TYPES of reparations to assign them
• Include SURVIVORS at ALL levels of DECISION MAKING when designing
TRCs and reparations process: ask victims directly and set up committees
who collect information through interviews, focus groups, surveys etc.
Inclusion on the GOVERNMENT’S decision making panel regarding
reparation allocation
• The TRC and Government should provide more TIMELY CLARITY regarding
the amount of money that would be allocated and when it would be paid out
• REPARATIONS should be an ACKNOWLEDGEMENT of PAST SUFFERING
and addressing CURRENT NEEDS
• GOVERNMENT leaders should not forget their OWN and their LOVED ONES
CONTRIBUTIONS to the STRUGGLE against apartheid
• SOUTH AFRICANS should acknowledge the CRUCIAL ROLE victims played
in constructing the NEW DISPENSATION of the country
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 20
21. TAKING VARYING VIOLATIONS INTO
ACCOUNT: “WE ARE NOT ALL THE SAME”
• Government should take note that NOT ALL VICTIMS ARE THE
SAME or EXPERIENCING the same suffering
• VICTIMS are different from one another
• The TYPE(S) of VIOLATION suffered really matters
• The CONTEXT in which the violation occurred matters
• The DURATION of the violation matters
• The SEVERITY of the violation matters
• VICTIMS may have VERY DIFFERENT NEEDS and CONCERNS
• Giving ALL victims the SAME amount may NOT be EFFECTIVE.
Compensating them according to their need may perhaps be better.
• For example, those who suffered property damage would receive
less than someone disabled for life as a result of the violations
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 21
22. TAKING VARYING VIOLATIONS INTO
ACCOUNT: “WE ARE NOT ALL THE SAME”
• Survivors’ FRAMING of reparations as a TOOL for LONG
TERM RESULTS (versus short term immediate and
basic needs) LED THEM to be concerned how others
would JUDGE how they used the reparations.
• Some felt ASHAMED that in someone’s eyes – who had
long term impacts in mind - they “mismanaged” the
money (as they had nothing now to show for it).
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 22
23. BASIC NEEDS: A FORM OF REPARATION?
OR THE GOVERNMENT’S RESPONSIBILITY?
• Offering reparations in the CONTEXT of WIDESPREAD SYSTEMIC
POVERTY IS VERY IMPORTANT
• Survivor’s day-to-day BASIC NEEDS should be met through
government agencies AS PART OF REPARATIONS to ALLOW for
the allocated money (R30,000) to be INVESTED in LONG TERM
and SUSTAINING EFFORTS
• Government should provide or heavily subsidize water, housing etc. and that alone
should not be considered reparations
• Survivors requested that government:
• Lower or stabilize rents
• Subsidize municipal costs (a number of survivors had spent most of their financial
reparations paying such bills)
• IN SUMMARY: reparations given by the government were in a sense given back to
the government (or private contractors working with government) in the form of
municipal debt payments. This circular repayment process should not be what
reparations are about. Government should consider erasing/cancelling all municipal/
rent debts incurred during apartheid. Those citizens privileged by the apartheid
system did not face such financial burdens of municipal debts.
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 23
24. SURVIVORS CONTINUE TO FACE
SUFFERING FROM APARTHEID YEARS
• The suffering and challenges of survivors of apartheid-era
human rights violations CONTINUE TODAY
• We must notice and focus on SURVIVORS continuing
RESILIENCE despite challenging circumstances
• Only THEY KNOW what will help them continue their
ONGOING HEALING PROCESS
• It is VITAL that GOVERNMENT follows through with ALL the
RECOMMENDATIONS of the TRC and allocate (and pay out)
RELATED NATIONAL BUDGETS in an ETHICAL and TIMELY
MANNER
Catherine C. Byrne, Ph.D. & Jenny Escobar, Ph.D. / Research Affiliates / University of California Santa Cruz, USA 24