著者
松端 克文 Katsufumi Matsunohana
出版者
桃山学院大学総合研究所
雑誌
桃山学院大学総合研究所紀要 (ISSN:1346048X)
巻号頁・発行日
vol.35, no.3, pp.93-108, 2010-03

The purpose of this paper is to examine the impact of social planning for people with disabilities on the process of deinstitutionalization. Deinstitutionalization or `from institution to community' has been perhaps the most important subject in the way services for people with intellectual disabilities have been organized in Japan. The provision of institutional care in Japan increased continuously from its establishment in the middle of the last century up until 2002, when the Ministry of Health, Labor, and Welfare made the 2002 Plan for People with Disabilities. The Plan recommended that more provision should be made to house people with intellectual disabilities in group-homes within the community, rather than build new institutions. And the Services and Support for Persons with Disabilities Act of 2005 stipulated that ten percent of people living in institutions should be transferred to community living. Unfortunately, many people who transferred from institutions have returned to their parents' home and increased the burden of care on their families. Therefore in the creation of alternatives to institutions lies the task, not only of building new placements within the community, but also of finding new ways of organizing services and providing help and support, especially for people with the most extensive needs. A new vision of community services is required, focusing on such things as primacy of community living, emphasis on social relationships, individual-centered support, and personal choice and control. This is the greatest challenge facing all modern societies.
著者
北場 勉
出版者
日本社会事業大学
雑誌
日本社会事業大学研究紀要 (ISSN:0916765X)
巻号頁・発行日
vol.58, pp.5-29, 2012-03

本論文の目的は、1874年に制定された恤救規則の意義を検証することである。先行研究により成立過程は一応明らかにされているが、同規則それ自体の意義については様々な見解が存在している。本論文の特徴は、次のとおりである。一つ目は、資料として、主に、明治政府の行政書類であり、救済関連の行政文書が含まれている太政類典を用いたことである。二つ目は、明治初期を日本の国民国家の形成期の一部とみなしたことである。三つ目は、救済関連行政文書と何度も改組された救済担当行政機関との対応関係を分析したことである。その結果、恤救規則は、各地域を国家に統一する国民国家形成の過程において、政府による救済策のうち、個人救済に関する全国的規則として成立したものであることが明らかになった。
著者
大塚 文
出版者
熊本大学
雑誌
先端倫理研究 : 熊本大学倫理学研究室紀要 (ISSN:18807879)
巻号頁・発行日
no.7, pp.76-93, 2013-03

These days the importance and respect for self-determination receive constant understanding in the healthcare environment, and one of its embodiments is informed consent (IC). When a patient wants to make some kind of decision by himself in the medical care, the patient demands communication including psychological, social, and economical (psychosocial) information, with healthcare workers -particularly doctors-, but in reality it is often found that communication with doctors is only concerned with medical related problems. Also in the social work practice, patient's self-determination is the root and trunk and MSWs' help begins by hearing enough about psychosocial situation of the patient in interviews. Understanding patients based on their psychosocial situation may support the IC between patients and other healthcare workers -particularly doctors. In other words MSWs understand a patient as a person, and as a specialist they supplement patients' self-determination. In this paper, I insisted upon the importance of the psychosocial understanding by confirming the process of the origin and the development of U.K, USA, and Japanese MSWs, and I described whether or not MSWs can contribute to patient's self-determination including IC.
著者
津曲 裕次
出版者
奈良教育大学
雑誌
奈良教育大学紀要 人文・社会科学 (ISSN:05472393)
巻号頁・発行日
vol.20, no.1, pp.191-204, 1971-10

This study reviews the care of the idiots in the United States in the early 19th century. In that country, the schools for idiots were established in the middle of that century. The care of the idiots, the author thinks, proceeded the establishment of these schools. Through the colonial times, idiots -children as well as adults- were usually left with their families. On the course of the time, those people began to be treated in a poor relief systems. Mentally disturbed patients, including idiots, since 1732, had received hospital care in the almshouse of Philadelphia and later, in 1753, in the Pennsylvania Hospital. But the first institution to be established especially for the mentally ill was the Virginia Hospital, founded in 1773. During the first decades of the nineteenth century, the parishes and counties complained about rising expenses for poor relief. In 1821, the General Court of Massachusettes appointeda committee, to investigate the pauper laws of the Commonwealth. Two years later, in 1823, the New York Legislature instructed Secretary of States J.V.N. Yates to collect information on the expence and operation of the poor laws. Following the reports of these committeemen, Massachusettes, New York, and most states of the Union established almshouse and workhouses. Thereafter, all relief applicants were placed into these institutions. There the old, sick, blind, deaf-mutes, cripple, idiot and insane people were thrown together with tramps and vagavonds of all ages. Sometimes one-fourth of the inmates were said to be idiots or insanes. The almshouses became a "human scrap heep" and did not fulfill the hope that had been raised in a reform of the care of the poor. D.Dix of Massachusettes was deeply shocked to find the conditions of mentally deranged persons in a jail. She visited every almshouse, workhouse, jail and prison in this country. In 1843, she submitted a memorial to the Massachusettes Legislature in which she described the shocking conditions which she had found. Insane patients and idiots were chained to the walls in cold cellars, beaten with rods, lashed, and confined in cages and pens. In other states, the conditions were similar to those in Massachusettes. In the meantime, studies of the conditions of the idiots had been made in Massachusettes and New York. Then the schools for idiots were established in these states.
著者
津曲 裕次
出版者
奈良教育大学
雑誌
奈良教育大学紀要 人文・社会科学 (ISSN:05472393)
巻号頁・発行日
vol.19, no.1, pp.215-236, 1970-11

This is a brief review of the process of the establishment of the schools for idiots in America. In 1914, seventy-five institutions were maintained by states, cities and private persons. Although these were variously called school, training school, asylum, home, institution or hospital, the author named all of them the school for idiots. Considering the year of opening, these schools are divided into two groups, old ones and new ones. In this paper, the process of the establishment of those nine"old" schools are described indetail. Dr. H. B. Wilbur had decided in 1848 to take one feeble-minded youth into his own home at Barre, Mass. This act led quickly to the start of Private School for Feeble-Minded Children, which was said the first school for idiots in America. In the same year, the Legislature of Massachusetts consented to allow $2,500 per annum for three years for the teaching of ten idiotic children. Then, "an experimantal school" was opened at the Perkins Institution for the Blind on October 1st, 1848. Three years later, it was called Massachsetts Schools for Idiotic and Feeble-Minded Children, when permanency was secured. It is now known as the Walter E. Fernald School. In New York, a school for idiots was opened at Albany in 1851, with Dr. H. B. Wilbur as its superintendent. Starting as "an experimental school", the place was named New York Asylum for Idiots and later known officially as the Syracuse States Institution for the Feeble-Minded. Pennsylvania came next. On the tenth of February, 1853, the preliminary steps were taken to found a school for idiots and the seventh day of April, the Legislature incorporated the Pennsylvania Training School for Feeble-Minded Children. James B. Richards was placed in charg as "principal". This shool now known as the Elwyn Training School. Ohio Asylum for Imbecile and Feeble-Minded Youth at Columbus, Ohio, was called into existance by legislature enactment on April 17, 1857. Dr. G. A. Daren was the first superintendent. The first school for idiots in Connecticut was begun through the efforts of Dr. H. M. Knight. In 1858, he opened his home at Lakeville for the care, treatment and education of idiotic children. In May, 1861, a law was passed giving aid and support to a "limited number of the state's sad hopless ones". Knight was appointed as its superintendent. This school continued to exist until 1917; it was closed when the state opened the Mansfield Training School. Kentucky opened an institution in 1860, Ilinois in 1865. Idiots Asylum, Randall's Island, N. Y. was opened in 1868 and School for Imbecile Children FayvilJe, Mass, in 1870. With the above fact, the author raised particularly the following points: 1) Institutional care of idiotic children was started late in 1840's. The school for idiots is regarded as the predecessor of today's residential school for the Mentally Retarded. 2) All but three were state-sponsored school. Particuraly, four of them were established by the acts of the legislature. The author has pointed that the school for idiots was one of public institutions. 3) These schools owed their establishment to the prominent persons, Howe, Wilbur Knight, and Doren. Their activities and devotion to these schools should not be ignored.
著者
加茂 直樹 KAMO Naoki
出版者
京都女子大学現代社会学部
雑誌
現代社会研究 (ISSN:18842623)
巻号頁・発行日
vol.11, pp.5-28, 2008-12

本稿は、英国を中心に欧米における社会福祉の発展過程を概観した前々稿「社会保障制度の形成」(『現代社会研究』Vol. 10、2007年)および20世紀前半までの日本における社会福祉の発展過程を概観した前稿「日本の社会保障制度の形成」(『現代社会研究科論集』第2 号、2008年)に続き、20世紀後半における日本の社会保障制度の成立とその後の変遷を大まかに把握することを目的とする。なお、これらの歴史的な研究は、さまざまな問題を抱えている現代日本の社会保障制度を批判的に検討するための予備的考察である。本稿の内容は下記の通りである。Ⅰ 社会福祉の発展過程 Ⅱ 社会保障制度の成立過程 Ⅲ 国民皆保険・皆年金体制の成立 Ⅳ 制度の変遷過程The purpose of this paper is to comprehend briefly how Japanese social security system came into existence and underwent changes in the latter half of the 20th century. I think it is necessary to do so as a preliminary step to develop a critical examination of the social security system in contemporary Japan. The contents are as follows : Ⅰ The Progress of the Social Welfare Ⅱ How Japanese Social Security System Came into Existence Ⅲ The Realization of the 'Medical and Pension Insurance for All' System Ⅳ The Changing Process of the System