Background There is a growing awareness of the need for LGBT + competency training to ensure that the health and social care services offered to older LGBT + people is affirmative and gender sensitive. Objective To conduct a synthesis of the literature that describes the pedagogical principles, curriculum content and methods (teaching and assessment) used to educate health and social care practitioners on the experiences and needs of older LGBT + people. Design Systematic thematic review of literature. Data sources MEDLINE, CINAHL, PsycINFO, EMBASE, Web of Science, Social Sciences Index, ERIC. Method In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement, this review examined peer-reviewed papers published in English, prior to April 2018 that addressed pedagogical and curriculum issues on the inclusion of needs and experiences of older LGBT + people. Results The combined searches yielded 2214 papers of which 17 papers were eligible for inclusion, 10 discussion papers and 7 evaluation studies. Analysis identified the following themes: i) Acknowledging the wider historical context of older LGBT + people's lives; ii) Recognising that older LGBT + people are not a homogenous group; iii) Incorporating a multitude of theories and models from different perspectives; iv) Alerting practitioners to the health issues and disparities facing older LGBT + people; v) Including content that supports inclusive care for older LGBT +...
COBISS.SI-ID: 5243749
This contribution summarises the up-to-date and current efforts in the area of deinstitutionalisation and development of community care in Slovenia. The Article 19 of the UN Convention on the Rights of Persons with Disabilities, also signed by Slovenia in 2008, stipulates that people with various disabilities need to have the opportunity to choose their place of residence and where and with whom they live on an equal basis with others and are not obliged to live in a particular, segregated living arrangement. In Slovenia, the deinstitutionalisation took place in three major waves from the 1980s onwards, however the process was halted half-way through. There is still present the two-tier system of providing care in institutions that have been preserved in almost equal number and services in a community. The new wave has come about in the area of transition from institutional to the community-based care along with the new EU demands that are in accordance with the convention. Although in recent years, the care in the area of people with intellectual disabilities has changed significantly for the better (employment in regular work environments, residential units, support programmes for people living at home), the remains of the institutional system and culture are still intensively present (the existence of total institutions, institutional culture in oversized residential units, entitlement of different rights based on different statuses and diagnosis, and others). At the same...
COBISS.SI-ID: 5180005
The chapter addresses the issue of implementation of the principle of Responsibility to Protect (R2P) in practice. The focus of the chapter is the illustration of the differences in the understanding of the scope and responsibilities stemming from this principle. It draws attention to the false understandings of the principle in the international community, which consequently lead to inadequate assessments of it implementation and operationalization in practice and contribute to the unfounded critiques of the success of the principle. SANCIN, Vasilka (ur.). Responsibility to protect : lessons learned and the way forward. 1st ed. Ljubljana: Pravna fakulteta: = Faculty of Law, 2019. Str. 23-31. ISBN 978-961-6447-84-3.
COBISS.SI-ID: 16781649