Methods of intervention Essay Example for Free

Methods of intervention Essay Any form of restraint, for example leg or wrist restraints, should only be introduced after a multidisciplinary assessment, which includes consultation with service users their families and advocates. If used, they should be selected carefully to impose the least restriction of movement required to prevent harm while attempts should continue to be made to achieve the desired outcomes with less restrictive interventions. Carers who have received specific training in their usage should only use such devices. The rational for using any devices and the circumstances in which they may be used must be clearly recorded within an individuals care plan/ Positive Handling Plan. The Scottish Social Services Council have their own codes of practice for social service workers and employees. A quote from their handbook states; Social Service workers must: Respect the rights of service users, whilst seeking to ensure that their behaviour does not harm themselves or others This is following a pattern from the previous values and standards mentioned, which stated clients can only really go so far, before a method of intervention has to be used. In the mid nineties, a form of intervention was introduced in Scotland, which is now widely practiced in the care industry. C.A.L.M (Crisis and Aggression Limitation Management) Various systems use a prone position in which to restrain. This can be face up, or face down. In this country, the face down position is usually used. In the case of CALM the prone restraint is only one of a hierarchy of responses. There has been growing anxiety about the use of prone restraint. It has been associated with deaths due to positional asphyxia, although other positions also have this risk associated with them. In the US, some states have banned face down prone restraint; others have banned face up prone restraint. It is a method, which can compromise the dignity of both young person and staff. However, there is anxiety in some quarters that the removal of prone restraint may make methods  less effective. CALM Training Services are considering removing the prone restraint from their system. Certain methods of physical restraint include techniques, which include the deliberate use of pain to ensure compliance CALM does not. CALM is a training package which covers the management of difficult behaviour, and which contains, as one of its components, strategies for physical intervention, including physical restraint. In addition, when staff have been trained by CALM Training Services, they are then assessed as to how competently they can carry out the physical elements, and thereafter, if they reach an acceptable standard, they receive accreditation, which has to be updated annually. CALM is now the method of choice of a significant number of employers in Scotland and beyond, and is used in child care services, learning disability services, and mental health services.  ·Physical restraint devicessuch as safety vests and jackets, lap and wheelchair belts, and fabric body holdersmay be beneficial to patients and their caregivers when used properly in settings ranging from nursing homes and hospitals to private homes.  ·Used properly, restraints have many benefits for patients and caregivers in both institutions and homes. Restraints may help protect the elderly from falls, which could result in injury or even death. If absolutely necessary, restraints also can help make medical treatment easier if a patient is temporarily uncooperative or highly agitated. If a patient is dangerous, restraints can protect other patients and staff from possible harm. Some patients feel safer and more secure, and need not worry about falling, if they use physical restraints. The method of restraining can be beneficial for many clients, depending on state of mind/health and situation at present time. A warning though; putting a restraint on certain patients may actually worsen their condition. For example, a chronically agitated patient may become more agitated with a restraint.

Influenced by Republicanism, but not a True Republican :: essays research papers fc

Influenced by Republicanism, but not a True Republican   Ã‚  Ã‚  Ã‚  Ã‚  The philosophy of a republican form of government was certainly not a creation of James Madison and the Federalists. The idea of such a government has been around since the beginning of political philosophy. While the definition has changed over the centuries, certain constants continue to define a strictly republican regime. The goals and priorities of a republic are distinct yet dissimilar from those of James Madison’s philosophy. Generally, a republican government is defined as one which idealizes the public interests as the highest good and imposes a duty on each citizen to work toward the public interests before individual ones. Due to the influence of natural rights philosophers, Madison’s ideas are not strictly republican despite the fact that he considers them to be so.   Ã‚  Ã‚  Ã‚  Ã‚  Not long before Madison, a French philosopher named Montesquieu wrote several works about classical republicanism. One major claim he stood by was the age-old idea that â€Å"political virtue means self-renunciation†. In other words, the goal of politics is for individuals to devalue selfish interests and instead work to achieve the interests of the entire community. Montesquieu believed that a just government should ensure the interests of the public and pay little attention to the concerns of the individual. This type of virtue is similar to that of ancient philosophers Plato and Aristotle. While Madison strays from the goals of Montesquieu’s government, he adopts many of his ideas involving the creation of a just government that protects the public.   Ã‚  Ã‚  Ã‚  Ã‚  Montesquieu’s emphasis on the separation of government into three divisions is an idea that Madison adapted in the Constitution. In the â€Å"republican† government, checks and balances are necessary to keep the government working for the people instead of the reverse. The wisest of men are to represent the people’s interests and understand these interests to be those of the community as a whole. Madison may have adopted the separation of powers idea from philosophers such as Montesquieu and Locke, but there are several more prerequisites required to compose a truly republican government.   Ã‚  Ã‚  Ã‚  Ã‚  While the Anti-Federalists were not classical republicans either, they did make some valid arguments as to why the beliefs of the Federalists were not consistently republican. A core belief of the Anti-Federalists was the ideal of a small community whose representatives were directly involved with the people. This strong sense of community was believed to unite the people in common interests and therefore renunciate individuality.

Education of women Essay

Daniel Defoe’s essay entitled â€Å"The Education of Women† was written to emphasis the value of education for women should be more than what is was. In para- graph 1 â€Å"†¦ us a civilized and a Christian country† Defoe’s target audience was for men and for those who follow the church and God. Eng- land at this time was dominantly of Christian faith and in this essay Defoe advocates more of God’s will rather than his own to establish his own credibility and moral high ground and Defoe is able to do this by raising this issue in the minds of his Christian  readership. Although there may not be too much weight behind his view on why women needed to be educated, with referencing God throughout the essay it becomes an effective reading with his target audience. He starts with his opinion then refers to God in the next sentence. This is a regular theme from start to finish and this captures his reader’s interest early on. Defoe included this rhetorical sentences in this essay and in paragraph 3 Defoe writes â€Å"the soul is placed in the body like a rough diamond, and must be polished, or the  luster of it will never appear†. His analogy is that if you don’t polish the diamond (women and educating) then they will never shine. In paragraph 3 he uses the term God in his next sentence. â€Å"If knowledge and understanding had been useless additions to the 1 Yorke sex, God Almighty would never have given them capacities; for he made nothing needless. † He states that God made women capable of learning and that none of God’s creation is unnecessary. Defoe believes women should be educated and educating them they would simply  become better wives and companions for men. As an example of this is in paragraph 5, he does not suggest learning practical subjects such as math and science but instead, he says that they should be taught† â€Å"†¦ in particular, Music and Dancing; which it would be cruelty to bar the sex of, because they are their darlings. But besides this, they should be taught languages† He also adds that they should read history books to be more ‘cultured’ so that they can â€Å".. understand the world, and to be able to know and judge of things when  they hear of them. † Defoe’s argument is that women as an equal. In paragraph 7 he writes â€Å"Women, in my observation, have little or no difference in them, but as they are or are not distin- guished by education. † Defoe summarizes in the last paragraph with this rhetorical sentence â€Å"I refer the Practice to those Happy Days (if ever they shall be) when men shall be wise enough to mend it. † Defoe implies that if man can change his views on education for women, then a woman would be educated will be seen as an equal amongst men.

Attitudes of Undergraduate Music Therapy Students...

Attitudes of Undergraduate Music Therapy Students Regarding Master’s Level Entry Bryan L. Hawk MMT Candidate Drury University Review of Literature To date there is a significant lack of research regarding the opinions of Undergraduate Music Therapy students concerning the requirements of a Master’s Degree for entry-level positions. When the Certification Board for Music Therapist (CBMT) was established in the 1980’s, this provided employers with assurance that we are qualified professionals. Every profession arrives at a crossroad in a certain point of its development (AMTA, 2011a). The crossroad that undergraduate music therapists have come to concerns the level of education required for entry-level positions in the field. In the†¦show more content†¦Controversy about entry-level qualifications continues to create concern over whether music therapists are adequately prepared to enter into professional work upon completion of approved university programs and internships. In addressing the identity issues of the music therapist, there is an ongoing controversy over whether the education of the music therap ist at the undergraduate level should serve to prepare a musician who uses therapy, or a therapist who uses music (Bruscia, 1987). In order to remedy deficits in undergraduate training, some music therapists chose to explore graduate programs (Bruscia, 1989). Bruscia (1987) proposed that the bachelor’s degree in music therapy should function as preparation for the master’s degree, and thus provide a broad-based education for the development of musical and therapeutic skills. Justification for entry level at the master’s degree level also suggests the possibility of state licensure, which would allow the music therapist to practice independently and open new opportunities for reimbursement. The problem over entry-level competencies has been debated since its onset in 1950 when E. Thayer Gaston sought out to set up a Music Therapy program modeled after music education (2011a). Given this information, a survey is to be compiled to gather the opinions of undergraduate studentsShow MoreRelated_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesWindows is a registered trademark of the Microsoft Corporation used herein under license. Macintosh and Power Macintosh are registered trademarks of Apple Computer, Inc. Used herein under license. Library of Congress Control Number: 2006933904 Student Edition: ISBN-13: 978-0-495-11873-2 ISBN-10: 0-495-11873-7 ââ€"   To my nephews, Jesse and Luke Smidt, who bet I wouldn’t put their names in this book. R. P. ââ€"   To my wife, Sally, and my daughter, Anna C. O. ââ€"   To Carol, Allie, and TeriRead MoreStephen P. Robbins Timothy A. 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