基本人权保障与智障者节育手术开展可能性讨论 --着眼"南通儿童福利院智障少女子宫切除事件"分析

分析国内外智障者节育手术多年实践提炼出共识:遵循法律规定开展此手术有利于保障而非侵害智障者基本人权.建议我国应出台相关规定为合法开展此类手术提供保障.     

健全人群对智障人群的态度研究:现状与展望

目前,全球每6个人中便有一个残疾人,其中智障人群占相当比例.智障人群作为社会生活中的特殊群体,因其认知能力受限,其生活面临诸多实际困难,导致健全人群对其容易形成负性态度.文章从普通公众和智障者服务人员两个方面评述了健全人群对智障者的态度特性及其干预策略的相关研究,并从研究主题和研究方法两个方面展望了未来的研究方向.     

Ⅲ级、Ⅳ级患者开展日间手术的策略探讨

为切实落实国家卫生健康委员会分级诊疗的政策,真正解决老百姓"看病难、住院难、手术迟"之医疗供需矛盾,探讨三级以上医院让经美国麻醉医师协会分级的Ⅲ级、Ⅳ级的患者(以下简称"Ⅲ级、Ⅳ级患者")得以开展日间手术的策略。结合工作经验,查阅文献发现,加强围术期评估和术后随访,以对患者进行闭环管理,可最大限度降低患者安全隐患;术后快速康复理念下多学科协作是使Ⅲ级、Ⅳ级患者得以顺利开展日间手术的基石;麻醉医生通过制定个体化麻醉方案为Ⅲ级、Ⅳ级患者开展日间手术提供安全保障。从而进一步说明Ⅲ级、Ⅳ级患者得以开展日间手术是个系统工程,需要医院众多科室协作努力,以满足人们对美好生活的向往。     

弱肉弱食

终于读到<楚天都市报>记者蔡青、特约记者肖庆军发自四川凉山长篇报道的全文.还是昨天我在<岁末的雪,或者血>附记中提到的那个案子--四川省雷波县一些村民,将那些骗来或买来,被他们称为"娃子"的智障者,在"圈养"和"训练"之后,带到全国各地去打工,然后伺机推下建筑工地,或在矿井下杀死,以骗取老板的赔偿金.     

关于日间手术模式的研究及应用进展

日间手术最早始于英国,指在1个工作日内完成患者入院、手术以及出院,该模式在欧美国家得到广泛接受并推广.安全开展日间手术必须具备良好的设备条件,同时拥有包括手术医师、麻醉师及专业护士在内的合格规范的日间手术团队,并在患者选择、术前准备与评估、麻醉与围手术期镇痛、术后恶心呕吐预防控制、康复与离院标准、随访与再入院等各方面遵循相应地规范性要求,从而最大程度地保障医疗安全与患者利益.日间手术模式正符合我国当前医改对“安全、有效、方便、价廉的医疗卫生服务”这一目标的要求,近年来也日益受到我国临床工作者的重视.     

中华人民共和国境内外国人宗教活动管理规定

中华人民共和国境内外国人宗教活动管理规定中华人民共和国国务院令第１４４号现发布《中华人民共和国境内外国人宗教活动管理规定》，自发布之日起施行。总理李鹏一九九四年一月三十一日第一条为了保障中华人民共和国境内外国人的宗教信仰自由，维护社会公共利益，根据宪...     

清真寺民主管理办法

正(2019年1月7日中国伊斯兰教协会十届三次常务理事会议通过,2019年6月12日公布)第一章总则第一条为了保障清真寺宗教活动的正常开展,维护清真寺的合法权益,规范清真寺的管理,根据《宗教事务条例》和《中国伊斯兰教协会章程》等有关规定,结合伊斯兰教教义、教规及我国伊斯兰教实际情况,制定本办法。第二条清真寺是信仰伊斯兰教的各民族穆斯林举行宗教活动、讲经宣教、培养宗教教职人     

中华人民共和国境内外国人宗教活动管理规定

中华人民共和国境内外国人宗教活动管理规定中华人民共和国国务院令第１４４号现发布《中华人民共和国境内外国人宗教活动管理规定》，自发布之日起施行。总理李鹏１９９４年１月３１日第一条为了保障中华人民共和国境内外国人的宗教信仰自由，维护社会公共利益，根据宪法...     

如何担负清真寺寺管会职责

正伊斯兰教清真寺,是伊斯兰教界人士和广大穆斯林群众,开展宗教活动、保障民族习俗生活的主要场所,是教育穆斯林群众的重要阵地,也是穆斯林群众展示良好精神风貌的特殊窗口。清真寺寺管会,是一坊伊斯兰教界人士和穆斯林群众的群众组织。根据国家《宗教事务条例》和中国伊斯兰教协会《清真寺民主管理办法》、《伊斯兰教活动场所主要教职人员聘任办法》等规定,结合自己的工作实践、体会,我就如何担负清真寺寺管会职责有如下思考:     

中国宗教财产退还问题的历史与现实

<正>一、宗教财产问题的重要性宗教财产是宗教团体和宗教活动场所开展宗教活动的物质基础,也是广大信众宗教信仰自由得以实现的保障。保护宗教团体和宗教活动场所的财产权事关社会秩序的稳定与和谐,因此,学术界、实务界都应该进行理论上的研究,从而寻求解决现实问题的对策。保护宗教团体和宗教活动场所的财产权是有法律规范依据的,主要包括:1986年制定的《民法通则》第77条,该条规定"社会团体包括宗教     

Psychology's eugenic history and the invention of intellectual disability

Intellectual disability is a severely understudied topic within psychology. It is rarely woven into the curriculum of mainstream psychology departments and often left for other disciplines to address. Despite this neglect within the field, historical figures within psychology helped invent and shaped the category of intellectual disability. In order to understand the depth of dehumanization experienced by those labeled as intellectually disabled, it is vital to trace the history of the category within psychology. This article offers a critical history of “intellectual disability” as an institutional category in the United States to better understand the outcome of a recent court case that considered the possibility of a sexual relationship between a man labeled as intellectually disabled and a woman who does not carry this label. To fully appreciate the meaning of the court case that concluded without ever engaging the man whose wellbeing it presumably concerned, psychology must be held accountable for its past and current entanglements with the eugenic project.     

Surrogate medical decision making on behalf of a never-competent, profoundly intellectually disabled patient who is acutely ill

With the improvements in medical care and resultant increase in life expectancy of the intellectually disabled, it will become more common for healthcare providers to be confronted by ethical dilemmas in the care of this patient population. Many of the dilemmas will focus on what is in the best interest of patients who have never been able to express their wishes with regard to medical and end-of-life care and who should be empowered to exercise surrogate medical decision-making authority on their behalf. A case is presented that exemplifies the ethical and legal tensions surrounding surrogate medical decision making for acutely ill, never-competent, profoundly intellectually disabled patients.     

INTELLECTUAL DISABILITY AND MYSTICAL UNKNOWING: CONTEMPORARY INSIGHTS FROM MEDIEVAL SOURCES

Intellectual disabilities make people vulnerable to marginalization in churches and social spaces, but theology has not sufficiently attended to the topic and promoted the flourishing of people who have cognitive impairments. This article responds to theology's inadequate attention to intellectual disability and historical resources for reflection on the topic by reading medieval sources with intellectual disability in mind. I argue that Bonaventure's Itinerarium Mentis in Deum provides a model for imagining intellectually disabled and nondisabled people sharing the journey into God and that Eckhart's view of intellect as the uncreated element in the soul includes people who are intellectually disabled among those who may be united with God.     

孤独症个体的谎言理解及其与对自我/他人错误信念理解的关系

选取言语智力匹配的孤独症个体（19名）、典型发展个体（20名）、智力迟滞个体（19名）为被试,动画呈现以言语和非言语信息为线索的两个谎言情景,考察了孤独症个体谎言理解中的谎言行为判断、真假信息辨别、谎言意图理解及其与自我/他人错误信念理解的关系。结果表明：（1）孤独症个体能够进行谎言行为判断,其困难主要表现在辨别真假信息及对谎言意图的理解上;（2）孤独症个体对他人错误信念理解越好,对真假信息辨别也越准确,而谎言意图理解则与对自我错误信念的理解有关;（3）谎言线索以言语或非言语方式呈现对孤独症谎言理解并无影响。     

Child As Metaphor: Colonialism,Psy-Governance,and Epistemicide

This paper mobilizes transdisciplinary inquiry to explore and deconstruct the often-used comparison of racialized/colonized people, intellectually disabled people and mad people as being like children. To be childlike is a metaphor that is used to denigrate, to classify as irrational and incompetent, to dismiss as not being knowledge holders, to justify governance and action on others’ behalf, to deem as being animistic, as undeveloped, underdeveloped or wrongly developed, and, hence, to subjugate. We explore the political work done by the metaphorical appeal to childhood, and particularly the centrality of the metaphor of childhood to legitimizing colonialism and white supremacy. The article attends to the ways in which this metaphor contributes to the shaping of the material and discursive realities of racialized and colonized others, as well as those who have been psychiatrized and deemed “intellectually disabled”. Further, we explore specific metaphors of child-colony, and child-mad-“crip”. We then detail the developmental logic underlying the historical and continued use of the metaphorics of childhood, and explore how this makes possible an infantilization of colonized peoples and the global South more widely. The material and discursive impact of this metaphor on children’s lives, and particularly children who are racialized, colonized, and/or deemed mad or “crip”, is then considered. We argue that complex adult-child relations, sane-mad relations and Western-majority world relations within global psychiatry, are situated firmly within pejorative notions of what it means to be childlike, and reproduce multi-systemic forms of oppression that, ostensibly in their “best interests”, govern children and all those deemed childlike.     

PHILOSOPHERS OF INTELLECTUAL DISABILITY: A TAXONOMY

Abstract: This essay explores various roles that philosophers occupy in relation to intellectual disability. In examining how philosophers define their object of inquiry as experts and gatekeepers, it raises critical questions concerning the nature of philosophical discourse about intellectual disability. It then goes on to consider three alternate positions, the advocate or friend, the animal, and the "intellectually disabled," each of which points to new ways of philosophizing in the face of intellectual disability.     

Intellectual disabilities and developmental EEG transition to alpha band: a comment on Shibagaki, et al. (2006)

In 2006 Shibagaki, et al. estimated mean chronological age at which dominant EEG frequency reached alpha band in 11 children with intellectual disabilities (M age, 15 yr.). Consistent with previous studies, the results showed a delay in the critical age relative to healthy children and earlier maturation at posterior scalp sites, with the exception of several children who persistently showed EEG slower than alpha band. A flaw in the study might be that having only 2 children younger than 10 yr. was insufficient. A remaining problem for researchers would be to identify whether the developmental delay in EEG correlates with IQ in intellectually disabled children.     

Neurocognitive variability in high-functioning individuals: implications for the practice of clinical neuropsychology

Knowledge of neurocognitive performance patterns of normal, healthy individuals is necessary, as clinicians may not always take into account normal intra-individual variability, demonstrated here in a sample of 20 healthy individuals with particularly high educational achievement (i.e., holding doctorate degrees). The data indicate that neurocognitive abilities are not equally distributed within a given individual. Some participants in the sample achieved some test scores at the intellectually disabled to borderline range but also some scores in the high average to superior range. The practice of deductive reasoning in clinical neuropsychology may be prone to false positive conclusions about neurocognitive functioning where base rates of neurocognitive impairments are low and pre-existing educational achievements are high.     

In the public interest: intellectual disability, the Supreme Court, and the death penalty

This article deals with a case that recently came before the U.S. Supreme Court. The issues involved whether attorneys provided effective assistance to a person convicted of murder when no mitigating evidence was presented (either strategically or by neglect) to the jury concerning the intellectual disabilities of their client during the death penalty phase of the trial. The Supreme Court had previously ruled that the death penalty for intellectually disabled individuals (mentally retarded) constituted cruel and unusual punishment. In this case the attorneys made a strategic decision not to present possibly mitigating evidence for the death penalty phase. The Supreme Court considered whether the appeals court abdicated its judicial review responsibilities. The results of psychological evaluations are presented, and the decisions of the Supreme Court are discussed.     

School-based care and support for the intellectually disabled learners at risk for sexual abuse: South African teacher carer perspectives

This study examined the functionality of a school-based care and support program for the intellectually disabled learners who have a history of sexual abuse. Participants were 28 teachers from four special educational needs schools in the Gauteng Province, South Africa (females = 80%; age range 30 to 55 years). The teachers participated in a focus group discussion on the extent to which the school-based care and support for learners with intellectual disability worked to the intended goals and procedures. Thematic analysis of the data suggested the school care and support program to work to purpose within the school system and with partner non-governmental organisations; but less so with the local school district personnel.