SCHOOL POLICIES AND PRACTICES: OUR MOST NEGLECTED RESOURCE FOR BETTER EDUCATION AND MENTAL HEALTH

1967 ◽  
Vol 37 (9) ◽  
pp. 440-448
Author(s):  
Lorene A. Stringer
2019 ◽  
Vol 111 (3) ◽  
pp. 475-487 ◽  
Author(s):  
Sarah Lindstrom Johnson ◽  
Tracy Evian Waasdorp ◽  
Larissa M. Gaias ◽  
Catherine P. Bradshaw

Author(s):  
Jamie Fellner

In this chapter, North American and international issues are reviewed covering the range of human rights issues, challenges, and controversies that exist in correctional mental health care. This chapter provides a brief overview of the key internationally recognized human rights that should inform the work of correctional mental health professionals. Human rights reflect a humanistic vision predicated on the foundation of human dignity, which complement the ethical principles of beneficence and non-maleficence. The human rights framework supports correctional mental health staff in their efforts to protect patients from harm and provide them the treatment they need. Human rights provide a universally acknowledged set of precepts that can be used during internal and external advocacy. Mental health professionals should not – consistent with their human rights and ethical obligations – acquiesce silently to conditions of confinement that harm prisoners and violate human rights. They are obligated not only to treat inmates with mental illness with independence and compassion, but to strive to change policies and practices that abuse inmates and violate their rights, even those that involve custodial decisions (e.g. segregation, use of force, restraints). In short, for practitioners who want improved policies and practices, human rights offers a powerful rationale and vision for a different kind of correctional mental health services. The more correctional mental health practitioners embrace and advocate for human rights, the greater the likelihood prisoners’ rights will be respected.


2011 ◽  
Vol 15 (2) ◽  
pp. 152-168 ◽  
Author(s):  
Tania Israel ◽  
William A. Walther ◽  
Raia Gortcheva ◽  
Joselyne S. Perry

2019 ◽  
pp. 139-161
Author(s):  
Katie Eklund ◽  
Lauren Meyer ◽  
Joni Splett ◽  
Mark Weist

2010 ◽  
Vol 26 (2) ◽  
pp. 309-338 ◽  
Author(s):  
Mary Rose McCarthy ◽  
Roberta Wiener ◽  
Leslie Carol Soodak

The present study sought to determine to what extent vestiges of the dual system of educating students with and without disabilities persist and how they undermine the implementation and sustainability of inclusive education. We investigated how prior experiences with segregation shape administrators’ thinking and school policies and practices through interviews with administrators in 11 public high schools. Analysis of the interviews indicated that remnants of past policy and practice persist and that these vestiges and their causes weaken the prospect of sustained change. We discuss the limitations of relying on legislation to change long-standing institutional practices that reinforce a philosophy of difference.


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