Topic

human rights

18 petitions

Update posted 1 month ago

Petition to 内閣総理大臣 安倍晋三, 厚生労働大臣 塩崎恭久, 加藤勝信

息子の死を無駄にしないために日本の精神科医療の身体拘束を見直してください。

去年の五月、日本で英語教師として働いていた私の息子、ケリー・サベジが神奈川県の精神科病院で入院中に心肺停止で見つかり、その後亡くなりました。 10日あまり精神科病棟で入院していたところの、突然の出来事でした。 ケリーが入院していた病院に、亡くなった原因の調査や、身体拘束の方針の見直しについて求めていますが、満足の行く回答をもらえていません。 交換留学で日本人の高校生を家族で受け入れて以来、ケリーは日本が大好きになり、折り紙やトトロなど日本の映画を見ては、日本文化に魅了されていきました。高校、大学を通して日本語を学び、日本で英語教師になるため資格を取り、鹿児島の小中学校で2年ほど子供たちに英語を教えてきました。同僚の先生方や生徒たちにもとても好かれていました。 そんな中うつ病が再発し、日本の病院で入院しましたが、2週間経たないうちに心肺停止で発見されました。入院直後から足、腰、手首を拘束されてベッドに寝かされていたようです。 実は日本の精神科医療の現場では、他国に比べて身体拘束の時間が著しく長いことが調査でわかっています。 日本での身体拘束の平均実施日数は、11病院の689の患者を対象に行った調査によると96日でした[1]。一方、諸外国の実施時間はせいぜい数時間から数十時間です。 精神科に入院する人は一握りだと思われるかもしれませんが、実は日本の精神科医療で身体拘束を受ける人の数は増加を続けています。 厚生労働省の調査によれば、身体拘束を受ける患者は2014年度に1万人を超え、過去最高を更新しています。ここ10年で2倍のペースです[2]。 長時間の身体拘束は、精神的な苦痛を与えるだけでなく、エコノミークラス症候群とも呼ばれる「深部静脈血栓症」を引き起こし、死に至る可能性があります[3,4]。これだけの患者の方々が入院する中で、適切な治療が行われるためにも、今、日本でも精神科医療の身体拘束のあり方を見直すことが必要ではないでしょうか。 そこで精神科医療の身体拘束について詳しい杏林大学保健学部教授の長谷川利夫氏とともに、精神科医療の身体拘束を考える会を立ち上げ、日本の身体拘束を改善するための要望を国などに訴えていくことにしました[5]。 長谷川教授によれば、同じような経験は日本のみなさんにも多く見られると聞きます。 せめて、ケリーに起きたことをもとに、こういったことが繰り返されないようにと願っています。日本に魅了されたケリーは日本から様々な経験や楽しい思いをもらってきたに違いありません。彼に起きた出来事が、今度は日本の精神科医療の改善につながるようにと願っています。 この要望を厚生労働省に届けられるよう、皆様もぜひご賛同をよろしくお願いいたします。 【要請項目】 精神科病院内において、長時間(24時間以上)の身体拘束を禁止すること。 精神科病院内において、身体拘束による人権侵害が起きていないかを早急に調査すること。 精神科医療における身体拘束による人権侵害や死亡が起きることがないように、精神医療の現場において、身体拘束の実施過程を録画などで可視化し、実施後に検証できるように14日間以内に患者本人もしくは遺族に公開すること。 身体拘束の実施人数の縮減し、実施期間の圧縮が図られるよう、目標値を設置し、実現向けて政府としてリーダシップを発揮すること。 患者、遺族への診療情報の提供については、厚生労働省の「診療情報の提供の指針」に基づき、情報の開示がなされるよう、病院に対し、強力に指導すること。 日本の精神科医療を受ける方々が必要以上に身体拘束をされ、命を落としたり、適切な医療を受けられないということがないよう、ぜひ、皆さんの賛同をよろしくお願いいたします。   参考資料:[1]長谷川利夫. (2016). 精神科医療における隔離・ 身体拘束実態調査 ~その急増の背景要因を探り縮減への道筋を考える~. 病院・地域精神医学, 59(1), 18–21.[2] https://yomidr.yomiuri.co.jp/article/20170201-OYTET50013/[3] Dickson BC, Pollanen MS: Fatal thromboembolic disease: A risk in physically restrained psychiatric patients. J Forensic Leg Med 2009; 16:284–286.[4] https://www.e-rapport.jp/team/action/sample/sample07/01.html[5] 【ホームページ 精神科医療の身体拘束を考える会】https://www.norestraint.org English version: https://goo.gl/UBSyzd 【精神科医療の身体拘束を考える会】https://www.norestraint.org

Alliance against physical restraint in psychiatric care (精神科医療の身体拘束を考える会)
12,969 supporters
Update posted 8 months ago

Petition to CollegeBoard

CollegeBoard shouldn't be keeping students up at 2am to take an AP test

Collegeboard has argued that time zones prevent the AP exams from being adequately scheduled for students in different parts of the world. While we understand that the COVID-19 situation rules out traditional exam procedures, the new AP Schedule (as a result of the COVID-19 situation and Collegeboard’s less-than-elegant attempt at handling time zones) puts students in Asia and Oceania at a significant disadvantage, some tests being scheduled as early as 2AM or 4AM. Through instating this new exam method, it is clear the fairness of the exams has been severely compromised. TIME and HEALTH Mr. Packer, the senior Vice President of CollegeBoard, responded to a student on Twitter stating, “[the CollegeBoard] understand[s] this could be inconvenient and hope[s] that families and schools will plan accordingly.” The adverse effects of a stressful exam at 2AM in the morning is not a choice, but Collegeboard refusing to plan with regards to different time zones definitely is. Lest it be forgotten—a separate international packet, as they have done for years, has always been an option. Late-night testing is a hindrance to student performance, and to expect students to “accommodate” to these circumstances is absurd. Under the exam security policies listed on the CollegeBoard Website, we found the following declaration: “The policies and procedures listed in the Bulletin for AP Students and Parents are designed to make sure every AP student gets the same chance to demonstrate their knowledge on exam day without anyone gaining an unfair advantage.” We agree to this sentiment, and trust Collegeboard understands the irony of the current situation. On top of the COVID-19 online schooling situation (to which the Collegeboard has admittedly approached with surprising professionalism), optimal performance hours is another real, scientifically proven factor to student performance. To expect students in Asia and Oceania to remain alert, work through the same questions, and perform at the same level as those operating during their optimal performance hours is irrational. Moving the OPH from mornings and early afternoons to 2AM would take days, if not weeks of adjusting to. As preposterous as the idea of a “healthy sleep schedule” has become in the modern age, many studies unequivocally support the importance of the circadian rhythm and sleep cycle to the immune system. It is incautious to assume the days and weeks of adjusting and sleepless nights will not have an effect on students despite the widespread cultural miscalculation of its significance. As the global community nears the apex of the COVID-19 pandemic, it is irresponsible at best to expect students to compromise themselves. OTHER NOTABLE ISSUES The time zones listed below the AP Schedule has notably failed to capture any Asian time zone. It does, however, take Europe (the Greenwhich Mean Time) into consideration. This raises a few questions: if Collegeboard had failed to accommodate for the rest of the world because it is a U.S. based organization, why is Europe an exception, while Asia and Oceania remains unseen? Why is it that this nonprofit organization providing education “around the world” continues to be grossly americentric? Official reports highlight cheating as the primary reason Collegeboard has decided to give the test at the same time worldwide. This seems counterintuitive, as Collegeboard has already labeled the exam-to-come as virtually un-cheatable. In addition, there is once again the aforementioned solution of creating multiple tests, as Collegeboard has done throughout the years with their international students/timezones in mind. Though it is possible that producing these exams is a feat in and of itself, the new exams are 45 minutes long—4 times shorter than their sister-tests—and many, like AP Literature or AP Language and Composition, are just shortened versions of the initial test. It seems reasonable to assume that the Collegeboard already has a database full of such tests, calling the explanation at hand into question. It also seems entirely possible to schedule tests at a later date to give Collegeboard more time to come up with exams, as they have already demonstrated that this is a plausible solution (there are already two test dates, one in May and one in June). This refutes any argument on the issue of the complication of data, as Collegeboard has already been seen willing to schedule multiple tests, for any worthwhile reason. NON-GROUP-SPECIFIC PROS OF HAVING SEPARATE EXAMINATIONS As has been made painfully obvious: having separate examinations ensure the accuracy and equality of the exams. There is more. Splitting the hemispheres and assigning different exam dates would also work favorably towards resolving very-feasible technical issues. Collegeboard has been notorious over the years for server crashes in just score-checking. The implications of hundreds of thousands of students connected at the same time, not just checking but uploading material, could be catastrophic. This could easily be remedied with the division of the student load.   A different test—a different, better time. Equality in education. That is what we hope to achieve. Please lend us your signatures

CollegeBoard Should be fair
398 supporters