Based on the experience of many countries in the WHO European Region and the advice of experts, this guide outlines some of the steps prison systems should take to reduce the public health risks from compulsory detention in often unhealthy situations, to care for prisoners in need and to promote the health of prisoners and prison staff. This requires that everyone working in prisons understand how imprisonment affects health, what prisoners' health needs are, and how evidence-based health services can be provided for everyone needing treatment, care and prevention in prison. Other essential elements are being aware of and accepting internationally recommended standards for prison health; providing professional care with the same adherence to professional ethics as in other health services; and, while seeing individual needs as the central feature of the care provided, promoting a whole-prison approach to care and promoting the health and well-being of people in custody.
This book is a biography of a leader of the campaign for moral education which had been conducted for several decades in Britain and in the USA. The campaign has culminated in the establishment of many programmes of 'education for citizenship', 'values education', ethics education', 'character education' and 'education for global citizenship' - in effect, the establishment of moral education in schools throughout the world. But the book is also a history of the campaign in the UK since the 1960s, when Victor Cook, a millionaire engineer and businessman in Aberdeen, began to devote his remaining thirty years of life, and all his wealth, to persuading the educational establishment to give priority to this central area of the work of schools. Faced with indifference and even mockery, Cook and the small but growing band of professional educationists and philosophers recruited to the cause set up studies of the subject and its problems, commissioned research and development projects, and sponsored conferences and experimental teaching programmes. They also encouraged policy makers and politicians to take seriously the proposition that moral education, conducted along with or in addition to cognate subjects such as religious education and social studies, can and should be introduced as an important function of educational organisations. Set in the context of recent educational developments, this narrative, and the accompanying expositions of theories and practices, provides new insights into a complex but important subject, and a comprehensive account of the development of moral education and its role in the world of today.
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