“Be Strong!” The Role of Self-Advocacy

Author(s):  
Patricia Arredondo ◽  
Marie L. Miville ◽  
Christina M. Capodilupo ◽  
Tatiana Vera
Keyword(s):  
1989 ◽  
Vol 14 (4) ◽  
pp. 353-376 ◽  
Author(s):  
Jeanie Kayser-Jones ◽  
Marshall B. Kapp

The authors present a case study to illustrate how a mentally impaired but socially intact nursing home resident, who had no one to act as an advocate for her, was denied appropriate treatment for an acute illness which ultimately resulted in her death. The case raises important questions about advocacy for the mentally-impaired, acutely-ill institutionalized patient. This Article explores the role of the advocate, how advocates are selected, what qualities and talents they should possess, and what responsibilities should be assigned to them. The authors suggest that nursing home residents should be encouraged to engage in self-advocacy to the greatest extent possible. The competent elderly should be urged to name their preferred advocates. Individuals who serve in advocacy roles should be advised to seek information regarding the patient's wishes from those who know the patient well. Furthermore, there is a need for quality education and training of those who serve in advocacy roles on behalf of nursing home residents, and state laws need to specify the responsibilities of persons who serve as advocates.


Author(s):  
Brooke A. Ackerly

Drawing on the empirical insights from chapter 5, chapter 6 develops the human rights theory of responsibility and outlines its key features. Although the theory has general applicability across contexts of global injustice, the chapter uses the work of the Bangladesh Center for Worker Solidarity (BCWS) to illustrate each of five key principles-in-practice: utilizing intersectional analysis, making cross-issue connections, building capacity for both self-advocacy and group advocacy, building community through connected activism, and learning and making an ongoing commitment to political responsibility. It lays out the landscape of human rights political theory of responsibility for global justice and the role of these five principles and just responsibility in human rights politics.


2017 ◽  
Vol 32 (6) ◽  
pp. 667-765
Author(s):  
E Lande ◽  
J Gauthier ◽  
A Stanley-Olson ◽  
M Snider ◽  
D Sommerfeld ◽  
...  

2000 ◽  
Vol 31 (4) ◽  
pp. 36-39 ◽  
Author(s):  
Kimberly D. Collins

In today’s technologically advanced society, post-secondary education is a necessity to obtain stable positions with competitive salaries and adequate benefits. Many young adults with psychiatric disabilities have the cognitive abilities and academic skills to attend and complete college; however, they face significant barriers in achieving these goals. This article describes the barriers experienced by young adults with psychiatric disabilities attempting post-secondary education and the navigation of these barriers. The role of the disability services office in the provision of academic accommodations, service coordination with other on-campus and off-campus agencies, promotion of self-advocacy skills, psychological support, and one-to-one coaching to facilitate completion of a degree program is also discussed.


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