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Social safety net for isolated persons with disabilities : With a focus on adult guardianship
Get PDFThe basic framework of the adult guardianship system, institutionalized in 2000, is made up of two parts consisting of “Statutory adult guardianship”, used after decision making ability deterioration becomes apparent, and “Voluntary adult guardianship”, where one’s future is entrusted before decision making ability deterioration sets in. Persons subject to adult guardianship are referred to as “wards”. There are situations where certain actions such as property management and contracts, production of documents for receiving social work services, and other such actions during the ward’s daily life can be hindered. Because of this, there is no end to the number of cases of consumer fraud by a third party due mainly to the deterioration of the ward’s decision making ability. To prevent many of these problems in daily life before they arise, the purposes of utilizing the adult guardianship system are “the assets of the ward are able to be utilized for the ward even if his/her decision making ability deteriorates”, and “future life decisions do not go against the wishes of the ward”. The details of the support to achieve these purposes consist of “asset management” and “personal supervision”. This paper will examine the process up to the utilization of the adult guardianship system by the social worker, through the example of a case where the injuria to a person with mental disability, who was being extorted, was prevented, including the appropriate support systems required so people with disabilities can go through daily life at ease
Using digital teaching material for cancer education : A pilot study
No full textThe purpose of this study was to develop digital teaching material for cancer education with the aim to fulfill cancer education and implement digital textbooks. Digital teaching material for cancer learning was produced for junior high school students. The students who participated in this study were taught using this material online. Simultaneously, awareness of cancer was measured for the participating students both before and after providing the education using the online material. A total of 19 out of the 72 students who were invited participated (26.4% participation rate). Results supported the usefulness of the developed online cancer teaching material for junior high school students. The percentage of questions regarding cancer treatment that were answered correctly was high. However, there was misunderstanding regarding one question about the factors that increase risk of cancer; specifically, eating burnt food. It was confirmed that students’ understanding of cancer, such as whether cancer can be treated and whether it can be prevented, was enhanced after exposure to the digital educational material. At the same time, the ratio of participants who thought cancer was scary decreased 10 points. In future, it is desirable to expand the study, including efforts to increase the number of participants, to plan for randomized controlled trials and to measure long-term effects