ABSTRACT
In keeping with our transdisciplinary orientation, in this article we try to do several things at once. We address research on preventing mental illness and its relation to existing conceptions of public health, a topic to which insufficient attention has been paid in the era of the biological brain, while using this case study to illustrate the limits of conventional approaches in bioethics. After identifying the crucial need for methodological self-consciousness in prevention research and policy, we explore the implications as they relate to (i) the values embedded in the choice of research designs and strategies, and (ii) contrasting intellectual starting points regarding the biological plausibility of preventing mental illness. We then draw attention to the need for more thoughtful analysis of the appropriate role and limits of economics in making choices about prevention of mental illness.
Subject(s)
Biological Psychiatry , Brain Chemistry , Ethics, Medical , Health Policy , Health Promotion/organization & administration , Mental Disorders/etiology , Mental Disorders/prevention & control , Patient Advocacy , Patient Care Team/organization & administration , Philosophy, Medical , Primary Prevention/organization & administration , Public Health , Evidence-Based Medicine , Humans , Needs Assessment , Research Design/standards , Social ValuesSubject(s)
Ethics , Global Health , Human Rights , International Cooperation , Internationality , Moral Obligations , Social Justice , Humans , Stress, Psychological , WarfareSubject(s)
Euthanasia , Genetic Techniques , Reproductive Techniques , Social Values , Attitude , HumansABSTRACT
It is recognized that AIDS involves multiple epidemics. As well as an epidemic of HIV, we are experiencing epidemics of fear and of stigmatization, scapegoating and discrimination associated with AIDS. In this paper, we investigate the nature of these reactions and the links between them. In doing so, we identify some of their causes. We likewise investigate counter-reactions, pre-eminent among which is the promotion of concepts of respect for persons and for human rights. We also examine the 'tools' used to elicit and manifest both these reactions and counter-reactions. In all cases, these 'tools' include choice of language--especially in the form of metaphor and rhetoric--and the use of symbolism. We conclude that in order to deal humanely and compassionately with AIDS and persons with AIDS, and, ultimately, to protect society (including, the fundamental principles and rules on which it is based), a primary requirement is to recognize that we are all living with AIDS, whether infected or affected by it; that is, in the context of AIDS, it is imperative that we overcome any divisions into 'them' and 'us'.
Subject(s)
Acquired Immunodeficiency Syndrome , Prejudice , Scapegoating , Sexually Transmitted Diseases , Attitude , HumansSubject(s)
Attitude to Death , Euthanasia/psychology , Intention , Right to Die , Social Justice , Value of Life , Canada , Decision Making , Ethics, Medical , Euthanasia/legislation & jurisprudence , Euthanasia, Active , Euthanasia, Active, Voluntary , Humans , Internationality , Language , Netherlands , Palliative Care/standards , Patient Participation/legislation & jurisprudence , Persuasive Communication , Stress, Psychological , United States , Wedge Argument , Withholding TreatmentABSTRACT
In general, there is a low incidence of HIV infection in members of school communities. Moreover, all available evidence supports the conclusion that HIV is not transmitted by the everyday contacts which occur in family, social, employment and educational settings. Despite this, the presence, in a school community, of persons infected with HIV or who have an HIV related disease have been perceived by some as presenting a threat to their children's, and even to their own health and well-being, which, in turn, has led to serious conflicts between various participants in that community. Experience, however, has shown that the fears of many persons and the risks of conflict and confrontation can be minimized, if not negated, if a school board has adopted policies and procedures in relation to HIV/AIDS. Such policies and procedures must be based on current medical knowledge and clearly identified ethical and legal principles, including identification of the rights, interests and needs of all persons and development of appropriate analyses, especially where these are required to resolve conflicts. In this text, educational authorities and their advisors are provided both with a comprehensive model HIV/AIDS policy, and a commentary which examines, amongst other matters, the fundamental ethical and legal considerations which have guided its formulation and the justifications for each of the principles contained therein.
Subject(s)
HIV Infections/prevention & control , Policy Making , Schools/organization & administration , Acquired Immunodeficiency Syndrome/diagnosis , Acquired Immunodeficiency Syndrome/prevention & control , Acquired Immunodeficiency Syndrome/transmission , Adolescent , Child , Communication , Employment , HIV Infections/diagnosis , HIV Infections/transmission , Health Education , Humans , Safety , United StatesSubject(s)
AIDS Serodiagnosis , Emigration and Immigration , Mass Screening , Refugees , Canada , Health Services Needs and Demand , Human Rights , Humans , Patient Advocacy , Public HealthABSTRACT
The title, 'justice across the generations', is reminiscent of expressions such as 'hands across the seas'. The latter is, of course, impossible in reality, but it symbolizes friendship between persons in far-flung lands. Is 'justice across the generations', likewise, no more than a hopeful metaphor, or is there, or at least should there be, some concrete reality to it? If so, what is, or should be, the substance of that reality? This text consists of some free association reflections, principally in the context of health care and mainly in the form of questions, on the concepts proclaimed in the title, namely, justice, across and generations, and what relevance these might have for our present and future societies.
