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Ending restraint
Published in Bernadette McSherry, Yvette Maker, Restrictive Practices in Health Care and Disability Settings, 2020
Cath Roper, Mary O’Hagan, Hamilton Kennedy, Helena Roennfeldt
A potential, unfortunate consequence of a biogenetic lens is when processes of dehumanisation serve to legitimise restraint. Such processes involve the ongoing construction of a group of people as less than fully human. Dehumanisation involves viewing individuals through a particular lens, labelling them, othering and systematic exclusion, in which human beings are gradually rendered ‘radically Other’ (Oliver 2011: 89). Dehumanisation can be seen as a violation of two qualities that must be accorded all persons in order to perceive them as fully human: identity and community (Kelman 1973 in Oliver 2011: 87). To be dehumanised is to be excluded from the moral community, constructed as a particular kind of ‘other’ without moral responsibility, ‘outside the scope of justice, and thus as a legitimate target for more active oppressions and exclusions’ (Oliver 2011: 87).
Object or active participant?
Published in Sally G. Warmington, Storytelling Encounters as Medical Education, 2019
When patients are involved only as passive material on which students learn, and are prevented from telling their stories, this can intensify their sense of being treated as a non-human object. Dehumanisation occurs when an individual or group is treated as though they lack human qualities, needs or emotions. Unfortunately, there are many instances of dehumanisation in social interactions, for example between people identifying with different ethnic, racial or religious groups. They also take place in clinical encounters, including interactions involving medical students (Haslam, 2007; Rice, 2008).
Hospitaland
Published in Alan Bleakley, Routledge handbook of the medical humanities, 2019
The other major part of dehumanisation is the objectification of a patient. From the first day that they enter medical school, medical students receive constant training in clinical skills and medical investigations on plastic models. Many of the clinical skills and investigations can be embarrassing for both the medic and the patient; however, medical students are taught to be void of those feelings to be able to effectively carry out the procedure. When students perform these procedures on real patients in the wards, the repetitive practice on models can kick in, and inadvertently the students observe and treat the patients like the plastic model, like an object.
A Qualitative Study Exploring the Benefits and Challenges of Implementing Client Centred Care (CCC) in an Alcohol and Other Drug Treatment Service
Published in Journal of Dual Diagnosis, 2023
Esther L. Davis, Isabella Ingram, Frank P. Deane, Mark Buckingham, Danielle Breeze, Tayla Degan, Peter J. Kelly
People accessing treatment for alcohol and other drug (AOD) problems experience high rates of stigma and discrimination (Lloyd, 2013). Efforts are increasingly being made to shift away from models of care that may inadvertently perpetuate the stigma and discrimination experienced by this group (i.e., more paternalistic approaches to treatment). Traditional models of AOD treatment have tended to adopt a disease model, which primarily focus on abstinence (vs. controlled use) and may not incorporate the treatment goals of clients (see Barnett et al., 2018 for a full discussion). Attitudes of healthcare providers (Fontesse et al., 2019; van Boekel et al., 2013), as well as a misalignment of consumers preferred treatment goals and the overarching goals of service providers (Alves et al., 2017; Joosten et al., 2011), are key factors that can result in suboptimal care and dehumanization of consumers.
Being Treated as an Instrument: Consequences of Instrumental Treatment and Self-Objectification on Task Engagement and Performance
Published in Human Performance, 2021
Cristina Baldissarri, Luca Andrighetto
Finally, objectification and the dimension of instrumental treatment is strictly related to the construct of organizational dehumanization (e.g., Caesens, Stinglhamber, Demoulin, & De Wilde, 2017), as it refers to the worker’s perception of being treated by the organization as a part of the “big machine” or an interchangeable instrument for organizational purposes. As we can see, the focus is, as in the instrumental treatment, on the treatment of a human being as an instrument. However, especially from an empirical point of view, organizational dehumanization has been studied based on the workers’ perception of it, by shifting the focus onto the target of the instrumental treatment. Organizational dehumanization thus fits well with the experience of being treated as instruments from the point of view of workers, which is the focus of the present paper.
Beyond communication training: The MaRIS model for developing medical students’ human capabilities and personal resilience
Published in Medical Teacher, 2020
Kwong D. Chan, Linda Humphreys, Amary Mey, Carissa Holland, Cathy Wu, Gary D. Rogers
These capabilities have always been at the center of good medical practice (O’Donnabhain and Friedman 2018), but increasing utilization of technology for the investigation of disease and provision of treatment, with a concomitant risk of ‘dehumanization,’ underlines their ongoing importance. The future addition of artificial intelligence technologies to the diagnostic process and robotics for treatment delivery mean that interpersonal interaction is likely to constitute an even greater proportion of the daily work of health practitioners as machines come to perform many of their current tasks more effectively (Wartman and Combs 2018). Thus, practitioners are likely to spend less time engaged in making diagnoses and providing treatment, and more time engaged in the ‘human’ aspects of medicine. Further, the healthcare professionals of the future will need to be well equipped to communicate effectively and counsel patients regarding the outputs and uses of these new, sophisticated technologies.