Deinstitutionalization of the Mentally Ill Essay Example for Free

Deinstitutionalization of the Mentally Ill Essay Deinstitutionalization refers to releasing a mentally or physically handicapped person from an institution whose main purpose was to provide treatment into a community with the intent of providing services through the community under the supervision of health-care professionals. There have been many positive outcomes from deinstitutionalization for both the patients and society but there have also been many drawbacks of deinstitutionalization. Deinstitutionalization is a process which affects the community as a whole and there are many procedures that must be followed in order to see this process follow through successfully (Watnik, 2001). The deinstitutionalization process began in the late 1950’s, early 1960’s. Facilities were financially liable for patients while they were committed, but were able to modify the burden to the federal government by discharging them. A lot of our society believes that the deinstitutionalization process was simply created because of the facilities’ inadequacy of treatment to their patients. Motivated by a concern for the civil rights of patients, deinstitutionalization focused on more rigorous standards for civil commitment and created practical safeguard processes, such as the right to treatment in the least preventive atmosphere (Watnik, 2001). New York dealt with deinstitutionalization in the wrong ways from the beginning. For instance, New York was the only state prior to 1994 that had limitations specifically prohibiting outpatient commitment. In 1994, the legislation passed the Bellevue Pilot Program which was established to helping the deinstitutionalization process. In 1999, New York Governor George Pataki, created Kendra’s Law which was a law that was influenced by the increase rise of mentally unstable individuals hurting and killing other people randomly. Kendra’s Law allows particular individuals (such as family members) to petition the court to obtain an order for a mentally ill person to receive outpatient treatment if that person meets detailed and definite criteria (Watnik, 2001). Kendras Law helps keep track of mentally ill people when they are discharged from any mental or correction facility so that these individuals can better be assisted in locating an outpatient program that suits their needs. In order for New York to combat the ongoing social issues such as homelessness, crime and the spread of communicable diseases, the state has established disbursement prospectuses that include programs and activities provided in community settings. Some of these programs include mental health centers, outpatient clinics, partial care organizations, self-assured community treatment and support programs, consumer-run programs and services provided by state hospitals off hospital grounds. Total community expenses and accomplishments are evaluated by observing residential and nonresidential services. Kendra’s law in addition to the community programs, also helps reach out to the mentally ill community by giving them ongoing support and assistance to helping control their illnesses and keep out of trouble (Watnik, 2001). After reading this article, I found that New York is missing a lot of key point in establishing a deinstitutionalization process. For starters, I believe that there should be stricter laws and regulations directed to mentally unstable individuals that are aimed at encouraging them to remain in outpatient treatment, even if they believe they do not need it. I also think that our society needs to establish more programs aimed at helping these individuals get on their feet financially, emotionally, and physically. Too many people think that they are â€Å"cured† and wind up hurting or killing innocent by passers and this would just be a safe precaution to helping keep our communities safe.

Free Essay: Needs vs. Desires in Shakespeares King Lear :: King Lear essays

Needs vs. Desires in King Lear          In Act 2, Scene 4 of King Lear, written by William Shakespeare, Lear argues that for a person to be content with only what one needs, is the same as reducing a human to the level of a beast or animal. I am in opposition to Lear's idea via the issue of needs versus desires. Through knowledge based on experience, observation, and reading I can elaborate on my reasons for choosing to challenge his opinion.    From my own experience I know that a need is a lacking or requirement for a substance, to live; an adequate amount. So a desire is to wish or long for more of something; or in Lear's world, to be on the verge of mania. A good way to compare needs versus desires is food. Food is a necessity to live. When you eat the right amounts of what you ought to, you are sufficiently nourished and therefore healthy. Yet, if you always go to an All-You-Can-Eat-Buffet and try to get your monies' worth by gorging yourself, that is a desire. This is for the reason that you are overeating, and the majority of the food is more harm than good. At an All-You-Can-Eat-Buffet you persuade yourself to always eat one more plate full. It seems to be worth it, so you eat till you reach the point of marginal utility for the money you have spent. By doing this you are satisfying the desire temporally but your stomach is miserable, which is a base lifestyle to have. I believe you should eat to live and not live to eat, nor should your flesh rule over you. The way this relates to Lear is that he could not depart without all of his men even though he did not need them anymore. He wanted to keep some since of wealth and authority. Lear also desired to be flattered which lead to his own demise.    By observing people I know that if you own less you are more appreciative of things in life. Yet if you own more you desire more. Therefore you become a slave to your passions and lust, rather than an owner of your possessions.

Diversity Essay Essay

As an educator in any school you have experienced a diverse range of students; from boys and girls, young adults, to immigrants starting a new life. In each classroom you will encounter and continue to encounter a different mix of student demographics. In order to be an effective educator you learn to adapt the curriculum and teaching methods to each unique situation. In most teaching experiences the students are the usually the ones adapting to the surroundings, however in my current teaching position it has been myself that has had to adapt to the surroundings. Teaching in a different country brings whole new experiences and places you outside of your comfort zone. It is not just adapting to a new curriculum and surrounding, but adapting to a new culture, and in my case a religion that is highly present in my classroom. Although my students do not differ from the other students in the classroom, does not make my classroom any less diverse. There is still a broad range of experiences and perspectives brought to the classroom that offers a powerful resource for everyone to learn more—in different ways, in new environments, and with different people. Every single person in this enormously diverse and ever changing system has the power to serve as an invaluable resource for all others, students, teachers and the community as a whole (Cummins, Brown & Sayer, 2007). As educators we all have strengths and weaknesses in our practices. It is  true that every day as a teacher you learn something new. It is those experiences that strengthen our strengths and help our weaknesses. According to Walden’s Diversity Proficiency Self-Assessment my strengths relate to understanding how cultures, family, and communities influence how my students understand, as well as knowing the needs of English language learners to support their learning. My weaknesses stem from meeting individual needs in various ways. Teaching in a different country has allowed me to place myself in a situation where I can fully immerse myself in a different culture other than my own. Being culturally sensitive to their ideas has made my relationships with the students and parents stronger than I ever thought I would be. Something as simple as dressing in their traditional clothing can be a gesture of respect, especially to the parents. Some of my students have never been around western people before so dressing in an Abaya (traditional dress worn by women) can make the students feel more comfortable. Aside from the way I present myself, my classroom setting has to be structured in a way that is acceptable as well. In the Muslim world they do not eat pork, or have anything to do with pigs; so finding an alphabet, and reading or singing songs about a farm has to be planned and alter to fit the culture inside the classroom. My classroom usually has between twenty three to twenty five students ever year. In the past several years we have had to share Arabic teachers because we do not have enough. In this case being able to meet all twenty five students’ individual needs has been a struggle for me. Also having special needs in my classroom and no special needs program to help me, a lot of my extra energy was spent with them. I try to balance by having groups set up by academic level, but even within those groups I struggled to find ways to address all individual strengths and weaknesses. Although I struggle with finding ways to ensure all my students are getting the appropriate instruction for each individual need does not mean my students to do feel a part of everyday life in my classroom. I still find  ways to show my students that they can succeed. My goal is to help facilitate my students’ pursuit for knowledge and help them acquire the communication skills, problem solving skills, and critical thinking skills which will enable them to be life-long learners. A major part that has helped me promote these skills in my classroom is through professional development. Collaborating with my colleagues keeps me focused and engaged on tasks inside the school and classroom. Observing different styles of teaching has motivated me to try new ideas in my classroom and when my students show excitement about trying new things I know that they are succeeding in their own way. Not only does professional development help me become a better teacher but also the courses from Walden University. I have learned and adapted numerous ideas from other teachers and professors. The strategies and teaching English language learner’s courses have been the most influential. As teachers, student success is also a priority. It is important to remember as a teacher that success is measured in different ways. Success can be getting a good grade and for another student it could an increase in involvement. Whatever the success teachers must be able to help each student reach their full potential. In order for my students to succeed I must have goals set for myself. My first action is to continually grow in my profession. I want to be involved in new ideas and research that can enhance my day-to-day teaching. Keeping up with the latest information through courses, workshops, and professional journals can lead to more student interest and greater student success. My second action is to vary my instructional techniques. Instead of getting to the routine of doing routines I want to vary my teaching methods and provide my students with a greater opportunity to learn. Instead of differentiating one or two ways I want to have a variety of ways that will allow for different learning styles. I also want my students to understand how to succeed. I want to provide my students with a success criterion so  they understand how I will be grading their work. The broad range of experience and perspectives brought to school by culturally, linguistically, and ethnically diverse students offer a powerful resource for everyone to learn more in different ways, in new environments, and with different types of people (Epstein & Sheldon, 2007). The growing diversity in classrooms encourages the development and use of diverse teaching strategies designed to respond to each student as an individual. References: Cummins, J., Brown, K., & Sayers, D. (2007). Literacy, technology, and diversity: Teaching for success in changing times. Boston: Pearson/Allyn and Bacon. Epstein, J. L., & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. F. Conrad & R. Serlin (Eds.), SAGE handbook for research in education: Engaging ideas and enriching inquiry (pp. 117–138). Thousand Oaks, CA: Sage.

The Canadian Government And The Aboriginal People

In the 19th century, The Canadian government believed that it was their job to educate the Aboriginal people in Canada. European settlers felt that the aboriginal people were savage, ignorant, and like children needed guidance, and needed to be â€Å"civilized†. Ultimately, they wanted to assimilate the Aboriginal people into Canadian and Christian ways of living life in Canada. The Canadian government came up with a policy called â€Å"aggressive assimilation† to be taught at industrial schools that would be run by the churches and government funded. They chose children to go to these schools because they are easier to manipulate and mold than the adults and felt that school was the best way to do so. With the hopes of the assimilated children will teach their children their new way of life and that their traditions and culture will diminish or be completely gone in a few generations. In the 1880’s, the government began to construct the residential schools acros s Canada. Authorities often would take kids from their home, to isolate them from their family and familiar communities. In 1920 is when the Indian Act came in effect where every Aboriginal child was obligated to attend a residential school and it was illegal for them to go to any other institution. Moving on to oppression which Aboriginal children faced much of. Oppression is defined as the social act of placing severe restrictions on an individual, group, or institution. The ultimate goal of oppression is to keep the peopleShow MoreRelatedThe Canadian Government And Aboriginal People1958 Words   |  8 PagesTo many people, Canada exemplifies a country that fulfills human rights and equality being the country of ‘freedom’. However, the Canadian government has distorted certain information including poverty that impacts many Aboriginal individuals daily. In theory, it is impossible to effectively analysis the impact that the past has imposed on Aboriginal people in Canada today. With this being said addressed below are several important historical government actions and legislations such as the IndianRead MoreAboriginal Canadians And The Canadian Government1266 Words   |  6 PagesKelly Briggs. Aboriginal Canadians are still instilled with dread and animosity fr om the negligence of human rights that they were deprived from. Aboriginal Canadians do not receive the respect, impartiality or justice they deserved. Many rights of the Aboriginal Canadians were neglected. Canada prides itself on, the great variety of cultures, ethnicities, races and religions, which occupies this country. However, the Canadian government and society did not acknowledge the Aboriginals or the appallingRead MoreThe Canadian Government Enacted An Indian Act1468 Words   |  6 PagesThe Canadian government enacted an Indian Act in 1876 which outlines their approach towards the elimination of the Aboriginal government, land, religion, and so on. This policy’s central goal was to assimilate the entire aboriginal population into Canadian civilization. The act described how to categorize one as an Indian, how one could lose their Indian status, the abolition of Native traditions and practices, and much more. Through residential schooling, which was administered t hrough the IndianRead MoreAustralian History And The Canadian Government1326 Words   |  6 Pagessociety, people with different cultures, backgrounds, and religions were considered unequal. One of the many people that were treated unequally in Canadian History were the Aboriginals. Before the war began, Aboriginals were not treated fairly by the Canadian government. Aboriginals struggled to get a permanent job therefore clearly displaying Aboriginals struggling to get the resources they need in order to survive. Canada’s leader ignored this situation and continued to discriminate Aboriginals (MarshallRead MoreWhy is it Difficult to Define an Aboriginal Person?1336 Words   |  5 PagesAboriginal peoples occupied Canadian lands long before the country was established and yet their position within Canadian hierarchy is often questioned. Colonialism imposed Euro-Canadian standards on First Nations peoples, challenging socio-cultural traditions and norms in the process. The im plications of this decision propagate a longstanding marginalization of Aboriginal people, which is still experienced today (Frideres and Gasacz 1). Historical circumstances have created an unbalanced dichotomyRead MoreEssay on The Indian Act of Canada1240 Words   |  5 PagesIndian Act was an attempt by the Canadian government to assimilate the aboriginals into the Canadian society through means such as Enfranchisement, the creation of elective band councils, the banning of aboriginals seeking legal help, and through the process of providing the Superintendent General of the Indian Affairs extreme control over the aboriginals, such as allowing the Superintendent to decide who receives certain benefits, during the earlier stages of the Canadian-Indigenous political interactionRead MoreIndian Act : An Act Of The Land924 Words   |  4 Pages 1. First Nations have a deep spiritual connection to the land. They believe that the Creator is the owner of land and people are only to care for and hold that land as a community. Europeans have an extremely different view on land. They believed that land was there for them to claim, own and take advantage of. Diving land, and buying and selling land are principles that don’t agree with First Nation beliefs but that were imposed on them when Europeans came over. 2. a. 3. a. Indian Act: AnRead MoreOver The Past Years, Canadian Courts Have Repeatedly Urged1644 Words   |  7 Pagesthe past years, Canadian courts have repeatedly urged that aboriginal title conflicts should be resolved through negotiation, rather than litigation. The primary reason being that litigation is costly and time-consuming. For example, the decision for the Delgamuukw case took a duration of thirteen years. Furthermore, litigations that deal with the issue of aboriginal rights and title are â€Å"generally narrowly focused† and â€Å"ultimately leaves the question [posed about] how aboriginal rights and titleRead MoreAn Age Of Devastation That Has Destroyed The Heritage And Spiritual Beliefs Of The Aboriginal Peoples Of Canada1530 Words   |  7 Pagesspiritual beliefs of the Aboriginal peoples of Canada. As British colonists arrived to present day Canada, they began a revolution that altered the Aboriginals’ civilization forever. As the European settlers invade d the Aboriginal land in search for settlement and profit, the First Nations’ rights were brutally ignored and suppressed, while they were forced to withdraw from their territory. The dominating race of the British demoralized the values of the First Nations’ peoples, as well as obliteratedRead MoreThe Constitution Act Of 18671683 Words   |  7 Pagesresulted in confusion about how Canadian government policies would address and affect Aboriginal populations. In contrast to the spiritual and traditional lives of the Aboriginal people, the new European settlers sought to conquer nature and shed traditional values in order to contrive industrialization in Canada; hence, post-confederation policies were largely based on the upper Canadian model. Furthermore, the failure of European settlers to coexist with the Aboriginal populations led to several attempts