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Social Injustices A Global Social Priority
Social Injustices: A Global Social Priority
Introduction
Equal human rights appear to be a simple concept. However, countries all across the world confront huge social justice challenges. The widening of the economic divide has been well recorded and bears the hallmarks of a trend, affecting a diverse range of nations during the preceding two decades, from the poorest to the wealthiest (Schneider, Hastings, & LaBriola, 2018). The notion of social justice is that everyone should have access to equal opportunities and rights. However, there is a lot of misunderstanding about what this entails. Social justice is based on the idea that everyone has the same rights, opportunities, and treatment. As a result, social injustice arises when actions are taken that violate a group’s rights, limit their opportunities, or treat them unfairly (Cox, 2020). Social oppression is caused by a lack of social justice, which manifests as heterosexism, racism, ageism, sexism, classism, and ableism. Despite this evidence, some cultures, particularly those in rich nations with established institutions, may not have a comprehensive understanding of social injustice (Tyerman, 2021). Even if the concept of social justice is not present, legislative actions must emphasize building an inclusive mindset, highlighting diversity, recognizing and resolving attitudes and behaviors that support or encourage oppression, and dealing with the consequences of injustice.
Manifestations of Social Injustices in Global Societies
In the views of the majority of people, the idea of social justice is synonymous with the concept of fairness. It is described by Novikova, Ostafiichuk, and Khandii (2019) as fairness in the manner that it presents itself in a given social situation. This encompasses subjects such as healthcare equality, employment equity, housing equity, and other facets of one’s lifestyle equity. Discrimination and social justice are diametrically opposed to one another in their goals and objectives. Human rights, access, participation, and equity are the four fundamental goals that must be attained in order for social justice to be fulfilled: they must all be realized (Shah et al., 2020). It will not be possible to achieve social justice until these four concepts are adhered to the letter. It has taken a lengthy time of growth for the relationship between social justice and human rights to become increasingly distinct and solidified. A growing number of activists and policy-makers are realizing that they cannot survive unless they partner with one another on important issues. When a society is fair and just, the human rights of all members of a community are safeguarded and respected (Lynch, Kalaitzake, & Crean, 2021). Because human rights are recognized all over the world, it is critical to have a working relationship with global systems in order to effectively advocate for them.
When the aforementioned foundations of social justice are not present, inequalities and injustices occur. Only a few examples include racial discrimination, gender inequality, LGBTQ+ discrimination, segregation, stereotyping, ageism, salary discrepancies, child abuse and neglect, unbalanced resource allocation, poor healthcare, and inequality at many levels (MacKay & Quigley, 2018). Racial inequality is among the most frequent social justice concerns facing the globe today. Historically, racial discriminatory practices have been prevalent in the majority of the states. When it comes to obtaining employment, accessing healthcare, and receiving an equitable education, it has an influence on a racial group. While a number of international organizations are attempting to guarantee everybody has equal legal rights, racial prejudice continues to be a difficult topic of discussion (Mishchuk et al., 2018). Despite the fact that there really are laws in place all over the world, incidents continue to demonstrate that racial discrimination still persists.
Inequality may take many different forms. Age discrimination, or prejudice towards the old, fosters negative stereotypes of the aged as feeble, resistant of change, fragile, or utterly delusional. A few examples are getting turned down for a job or being considered as a drain on resources. The elderly are regularly pushed into retirement or overlooked for career opportunities. For example, those considered aged (60+ years), are asked to leave their positions (Alvarez & Evans, 2021). They might be fired to facilitate employing a more youthful population. Due to their age, those under contracts may be disregarded, leaving them with few choices for sustaining their livelihood.
In a different view, despite attempts to reduce it, gender disparity continues to spread. During the last several decades, gender has evolved into a complex subject that extends beyond the binary classifications of male or female. Research by Dilli, Carmichael, and Rijpma (2019) indicates that it could take decades for worldwide gender equality becoming a reality at the current rate of progress in society. Hindrances including gender wage gaps, weak sex-related rights, and irregular educational policies continue to prevent women and girls from achieving their full potential. Gender equality, which has ramifications for other issues including racial inequality, is considered a critical challenge to social justice facing the world today by social justice campaigners (Einarsdóttir, 2020). Wages in employment differ significantly between men and women, which is a significant source of discrimination.
Individuals who are part of the LGBTQ+ group are subjected to variant types of social injustices as well as oppression where it relates to injustice and human rights. For example, in certain countries, same-sex marriages are not permitted at all (Hazel & Kleyman, 2020). Additionally, transgender adolescents are frequently subjected to prejudice and bullying in educational settings. Furthermore, LGBTQ+ group members are prone to violent crimes and prejudices around the world. For such groups, the capacity to get employment, proper housing, safe health-care services, and security is reduced significantly (Lynch, Kalaitzake, & Crean, 2021). However, in even the most liberal societies, progressive politics for the sexual minorities are not well-established.
Last but not least, social services and human rights organisations are working relentlessly to address concerns connected to youth and their well-being in general. There are still a number of issues that children confront that are detrimental to their physical and emotional well-being, despite their best efforts. Hundreds of thousands of youngsters throughout the world are being ignored. They’re also being mistreated physically, sexually, and emotionally, to name a few things. Approximately one-quarter of adults, according to Jung et al. (2019), were victims of child abuse when they were young. This type of abuses may yield significant social as well as economic ramifications, which might include mental health issues.
Argument against Social Injustice Perspective
With the breakout of COVID-19, an unprecedented economic collapse has been provoked, with millions of jobs being destroyed as a result of the epidemic. Meanwhile, the Black Lives Matter movement has re-ignited debates about institutional racism, inequality, and police reform in the wake of the demonstrations. In addition to the issues that are now dominating the news headlines, long-term issues such as food hunger and climate justice are also being debated today. The fact that there are few arguments against social justice does not make it any less of a danger to enterprises, individuals, and governments. Social work and healthcare, for example, are two subjects of study that are tightly connected. It is necessary to overcome a lot of obstacles in order to receive good healthcare, including a system that benefits the wealthy while persecuting the poor and middle-classes. The repercussions of climate change are evident from wildfires in Australia to record-breaking temperatures in the Arctic (Markkanen & Anger-Kraavi, 2019), yet global institutions and governments are hesitant to act, which results in increased disparities between countries and regions affected by the effects of climate change when they manifest themselves.
Institutions and governments often advocate for social justice. However, they facilitate social injustices by being slow to react and through inadequate policies to address issues relating to inequality and other forms of lesser rights. But the refugee crisis has aroused broad concern about human rights and equality throughout the world as a result of the catastrophe. According to the United Nations, more individuals than ever before have made the decision to reside in a nation other than their own country in recent years. Obtaining access to education, healthcare, employment possibilities, and other services for this group of displaced folks is extremely difficult for them. A similar statement may be made concerning income disparities, which continue to increase despite the modest support offered by governments and international organizations. Social injustice is a global phenomenon with a long history, and its consequences may be found in every aspect of modern life, including education, business, and the media, as well as in the depiction of ordinary life by the media.
What is Needed to Solve the Social Injustice Issue
Various legislative efforts contribute to the government’s accountability by requiring them to report. People must have access to fundamental essentials such as shelter, food, and education in order for a just society to exist. Whenever access to resources is restricted on the basis of characteristics such as gender, ethnicity, or socioeconomic status, people, society, and the community as a whole suffer. People working for social justice attempt to enhance and restore access to resources, ensuring that everyone has equal opportunities to live a meaningful and productive life (Schneider, Hastings, & LaBriola, 2018). If just a few voices are heard, it will be hard to establish social justice in the long run. It happens much too often, and the mainstream media is unable to hear the cries of the disadvantaged and helpless, who are effectively silenced. While society makes efforts to tackle issues, solutions will fall short if the individuals who are most impacted are excluded from participation in the solution-finding process. Everyone – especially those who have never spoken before – should be encouraged to participate if they want to have the opportunity to speak. The implications of bias must be considered in order to attain equality.
What Must be Done to Concretely Help
The disparity in experience between diverse social groups is currently the focal point of culture’s collective lens, which is growing increasingly sharp as a result of globalization. Important issues such as legal protections for LGBTQ persons, mistreatment of women, the freedoms of foreigners and native communities, racial prejudice, and other similar concerns have electrified people across the country. It is unusual in today’s educational climate that educators have the opportunity to advocate for their students and communities, as well as to demand significant change. A constructive answer can only be achieved via education, which will include not only providing universal education but also making purposeful efforts to eliminate social inequities by teaching people about the risks they bring and how they affect each and every individual.
Conclusion
The discussion highlights that legislative actions must emphasize building an inclusive mindset, highlighting diversity, recognizing and resolving attitudes and behaviors that support or encourage oppression, and dealing with the consequences of injustice. Further, the individual solution lies in education. Society will only understand the dangers and impacts of social injustices through education.
References
Alvarez, C. H., & Evans, C. R. (2021). Intersectional environmental justice and population health inequalities: A novel approach. Social Science & Medicine, 269, 113559.
Cox, C. (2020). Older adults and Covid 19: Social justice, disparities, and social work practice. Journal of gerontological social work, 63(6-7), 611-624.
Dilli, S., Carmichael, S. G., & Rijpma, A. (2019). Introducing the historical gender equality index. Feminist Economics, 25(1), 31-57.
Einarsdóttir, Þ. J. (2020). All that glitters is not gold: Shrinking and bending gender equality in rankings and nation branding. NORA-Nordic Journal of Feminist and Gender Research, 28(2), 140-152.
Hazel, K. L., & Kleyman, K. S. (2020). Gender and sex inequalities: Implications and resistance. Journal of Prevention & Intervention in the Community, 48(4), 281-292.
Jung, H., Herrenkohl, T. I., Skinner, M. L., Lee, J. O., Klika, J. B., & Rousson, A. N. (2019). Gender differences in intimate partner violence: A predictive analysis of IPV by child abuse and domestic violence exposure during early childhood. Violence against women, 25(8), 903-924.
Lynch, K., Kalaitzake, M., & Crean, M. (2021). Care and affective relations: Social justice and sociology. The Sociological Review, 69(1), 53-71.
MacKay, K., & Quigley, M. (2018). Exacerbating inequalities? Health policy and the behavioural sciences. Health Care Analysis, 26(4), 380-397.
Markkanen, S., & Anger-Kraavi, A. (2019). Social impacts of climate change mitigation policies and their implications for inequality. Climate Policy, 19(7), 827-844.
Mishchuk, H., Samoliuk, N., Bilan, Y., & Streimikiene, D. (2018). Income inequality and its consequences within the framework of social justice. Problemy Ekorozwoju, 13(2).
Novikova, O., Ostafiichuk, Y., & Khandii, O. (2019). Social justice and economic efficiency of the modern labour market. Baltic Journal of Economic Studies, 5(3), 145-151.
Schneider, D., Hastings, O. P., & LaBriola, J. (2018). Income inequality and class divides in parental investments. American Sociological Review, 83(3), 475-507.
Shah, G. H., Shankar, P., Schwind, J. S., & Sittaramane, V. (2020). The detrimental impact of the COVID-19 crisis on health equity and social determinants of health. Journal of Public Health Management and Practice, 26(4), 317-319.
Tyerman, T. (2021). Everyday borders in Calais: The globally intimate injustices of segregation. Geopolitics, 26(2), 464-485.
Helping Hearts Medical Center
Helping Hearts Medical Center
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Helping Hearts Medical Center
Helping Hearts Medical Center is a private psychiatric service provider in the United States. We provide both inpatient and outpatient services to individuals from all walks of life including individuals paying cash, members of medical insurance companies, and company management schemes. Our mission is to provide care and treatment in mental health and substance abuse addictions ethically at an affordable cost.
Our goals at Helping Hearts is to treat each patient at a personalized level, treat patients with respect and care, maintain privacy for patients information, treat outpatients with care and love, to give the best results at affordable costs, to help patients manage their illnesses and to provide emotional and educative support in a safe and clean environment. In five years, we would like to see a community that understands mental health, has good mental health, support those who are mentally and accept back those who have recovered from mental health illnesses.
Helping Hearts Medical Center is a mental health facility that deals with the diagnosis, treatment, and management of children, adolescents, and children who suffer from various mental health illnesses. Our center accepts everyone who meets the following criteria; has a mental health issue and is willing to attend the treatment program regularly.
Our medical center specializes in several issues such as; Depression, Anxiety Disorders, Teen and Adolescence Issues, Drug and Alcohol Abuse, Post Natal Depression, Post Traumatic Stress Disorder, Social Anxiety Disorder and Bipolar Mood Disorder. These mental illnesses are very common in the United States. According to a survey conducted in 2011 by the Substance Abuse and Mental Health Service Administration, nearly one in five U.S adults live with mental illness. This translates to around 51.5 million people. The clinic will be able to help this group of people to recover and fit back into society. The clinic will also educate the community about mental health to create awareness. This will educate them on what it means to be mentally ill, the causes of mental illnesses, and how to care for and love those who are mentally ill. (Abuse, 2012)
Counseling, Clinical, and Behavioral Psychology are foundations of our services in mental health. Counseling psychology is for those patients that are suffering from stressful moments of life and experience emotional strain from social or physical factors. Clinical psychology deals with comprehensive care of the patients from diagnosis to having a plan to deal with the symptoms of a mental illness. Behavioral psychology involves the diagnosis and treatment of patients with behavioral disorders. (Morris, Maisto, & Whitford, 2003)
To achieve the best results for our patients we use different therapies depending on the type of mental illness. These therapies include; detoxification, art therapy, and group therapy. Detoxification is the removal of toxic substances from the patient and in the process, the psychological process of the patient returns to normal. In art therapy, patients are taken through various art activities to express and communicate emotions to relieve stress and problems and enhance their well-being. For group therapy patients are put in a group and a psychologist guides as they learn from shared experiences. (Morris, 2003)
Culture has an impact on both the mental health patient and mental health practitioner. Culture in terms of beliefs and norms affect how individuals interpret a mental health illness (Morris, 2003). To overcome this our practitioner will; be asking about a patient’s beliefs and understanding of their illnesses, push patients to accept a psychiatric diagnosis but will build trust over time and use terms that are acceptable to them such as ‘stress’, ask if the patient observes any religious or traditional practice. This information will be helpful to understand the patient and how to handle them.
Helping Hearts Medical Center is there to help all who have mental health issues at an affordable cost. We have a team of professionals who will ensure the patients have the best results. Our objective is to make sure we have a mentally healthy community.
ReferencesAbuse, S. (2012, November). Results from the 2011 national survey on drug use and health:
mental health findings. In United States. Department of Health and Human Services; United States. Substance Abuse and Mental Health Services Administration. United States. Department of Health and Human Services; United States. Substance Abuse and Mental Health Services Administration.
Morris, C. G., Maisto, A. A., & Whitford, F. W. (2003). Understanding psychology. Prentice
Hall.
Analysis of the Children’s Toy or Game and the Influence on Development
Analysis of the Children’s Toy or Game and the Influence on Development
(Step 2 Funs with Friends’ Toy)
Student’s Name
Institution Affiliation
Course Name and Code
Professor’s Name
Date
Analysis of the Children’s Toy or Game and the Influence on Development
(Step 2 Funs with Friends Toy)
Introduction
Toys help create creative and critical thinking in children. The children become innovative at an earlier age, allowing them to explore their areas of interest. Step 2 funs with friends’ toys consists of the kitchen that enables the children to practice their social life through cooking and exhibit unique kitchen practices. The toy through the kitchen appliance makes children practice washing dishes, cooking, feeding the pretend pets, and practicing house chores organization. Therefore, the paper gets premised on examining the Step 2 funs with friends’ toy thorough description of its features, physical or psychological; needs of the toy, cognitive needs, and the recommendation for the modification.
Description of the Toy
Step 2 funs with friends toy is an ideal kitchen play for children for whipping the delicious treatment with friends. The toy has realistic amenities reflecting modern detailing, like the modern appliance door. It has many kids’ friendly functionality, and stylish pretend play kitchens. The components of the kitchen include pretend appliances, a molded-in sink, sounds, and a realistic stovetop burner with lights. As such, the little chefs entertain themselves using the complete station and pretend pets that ears and drink (Amazon. 2022). Other components include a microwave, boiling pots, electronic lights, a coffee maker, a refrigerator for keeping fresh the ingredient, and a swivel faucet.
Physical or Psychological Needs of the Toy
The toy enables the children to appreciate the physical nature of the kitchen. Appreciating the kitchen’s physical nature entails playing with the stoves and taking precautions regarding the use of the pretend stoves. Also, the children learn the need to take care of the oven and the electric appliances within the kitchen (Amazon. 2022). Through the cleaning of the pretend items, the children learn the techniques for enhancing cleanliness. The available pretend pets make the children develop the need to care for the love pets by promoting their hygiene and feeding them appropriately. The use of pretending foodstuffs and ingredients enables the children and friends to learn food preservation techniques through a pretending refrigerator. Psychologically, children develop a social role in the house (Step 2, 2022). Also, children learn to become independent and confident in handling home matters. The pretend play skills create imagination which helps in emotional development. Consequently, the skills developed from the kitchen play teach the children the importance of sharing. Children will learn the need to share food, tools, and other equipment with fellows. Step 2 funs with friends to help children learn the counting skills by serving dinners using portion which figures the number of people that need to eat. Emotional development enables children to become whoever they want by attaining the basic view of life in the kitchen (Rupiper, 2017). Furthermore, children learn the psychological need for collaboration and cooperation while playing with other children and adults.
Cognitive Needs
The use of Step 2 funs with friends’ toys helps I cognitive development of children through relying on the imagination for the creation of culinary masterpieces. The imagination enables the children to recall the images they have encountered and seen in the past through home kitchen practices. After recalling the images and information, children can easily interpret the information and images in exciting and new ways and then act on the interpretation appropriately (Pang, E., & Simoncelli-Bulak, 2017). The process of revision, recall, and enactment horns the cognitive skills that will benefit the child in future social life.
Modification
Majorly Step 2 funs with friends’ toys are made from plastics, which are non-biodegradable materials. Also, some items are made from silicon which is not environmentally friendly. As such, manufacturers need to consider using biodegradable resources in manufacturing the Step 2 funs with friends’ toys. Using biodegradable will create an environment-friendly climate, igniting the child’s need to develop environmental preservation measures (Rupiper, 2017). Also, the items in the toy should be painted in different colors that reflect the actual observable characteristics of the real image of the kitchen tools. The real images make the play interesting for the kids.
Conclusion
The use of Step 2 funs with friends’ toys encourages the child’s physical, psychological, and cognitive development. It creates a play environment where the children will understand the role of the kitchen and the need for food preparation and preservation measures. As such, the toys’ components include an oven, refrigerator, sink, plates, pretend sink, stove top, realistic electric lights, pretend microwave, and dishes (Step 2. 2022). Furthermore, the need to use biodegradable material will encourage the children to develop a mindset of preserving the environment. It also creates an environmental sustainability framework to create a clean, habitable environment. Therefore, I encourage the parents to purchase step 2 funs with friends’ toys to enable children to develop psychological, physical, and cognitive needs of social life and practice kitchen skills for future development.
References
Amazon. (2022). Step2 Fun with Friends Kitchen | Pink Kitchen with Realistic Lights & Sounds |Play Kitchen Set | Pink Kids Kitchen Playset & 45-Pc Kitchen Accessories Set. https://www.amazon.com/Step2-488399-Friends-Kitchen-Large/dp/B07BLV6696?th=1Pang, E., & Simoncelli-Bulak, L. (2017). Benefits of Play-based Learning in the Kindergarten Classroom. Success in High-Need Schools Journal, 13(1), 23. https://www.northcentralcollege.edu/sites/default/files/documents/2017-05/Volume%2013%20Issue%201_4.pdf#page=23Rupiper, M. (2017). Toddler Kitchen. https://www.communityplaythings.com/resources/articles/2017/learning-naturallyStep 2. (2022). Fun with Friends Kitchen. Tan. https://www.step2.com/fun-with-friends-kitchen-tanAppendix
Figure 1: Image showing step 2 fun with friend kitchen to. https://www.ubuy.ke/en/product/PWRKYEU-step2-fun-with-friends-kitchen-large-plastic-play-kitchen-with-realistic-lights-sounds-blue-kids-kit
