Healthcare Reform is working as planned, with good reason, as it will reduce the (slave/forced) labor force by 2.5 million

 Health Care Law Projected to Cut the Labor Force

WASHINGTON — A Congressional Budget Office analysis released Tuesday predicted that the Affordable Care Act would shrink the work force by the equivalent of more than two million full-time positions.   NY Times 

No, CBO did not say Obamacare will kill 2 million jobs

The Fact Checker had to repeatedly explain that the Congressional Budget Office never said that the Affordable Care Act “killed” 800,000 jobs by 2021. Now, the CBO has released an updated estimate, nearly the triple the size of the earlier one: 2.3 million in 2021.   The Washington Post. FACT CHECKER: The Truth Behind the Rhetoric

Healthcare Reform is working as planned and it's fantastic news for our country and our people.  The CBO (congressional budget office) projects that 2.5 million full-time positions in the next ten years.

Because workers will CHOOSE NOT TO WORK FULL-TIME.

In my educated opinion, this is a totally healthy choice from a mental health and self-care perspective.  So many people feel forced to get and keep jobs that they don't want, are bad for them, and don't even need to be full-time positions.  Probably a third of full-time job hours are spent by employees not working, simply because they have to be there, it's a stable job, and they can't afford to leave the job because they need health care and so do their children and/or spouses.

That's one of the purposes of this reform measure, to reform the system away from this quid-pro-quo situation that is simply taken for granted now.  FT work means benefits and a salary, and that also lots of times means working over-time for no extra pay.  We want people to HAVE more choice so that they AREN'T tied to their jobs because they need healthcare and insurance!

Corporations and the power-brokers in Washington want you to have less choice and to keep you as a slave to their needs.  Opponents of the ACA, who derisively call it Obamacare (namely GOP Republicans) will spin this as bad for "business" and the economy and for people in general.

But, it's fantastic for everyone - individuals, families, children, for the job market, especially job seekers, and anyone who values being able to have control over their own lives.  Congratulations, Americans, we are finally doing what's right and best for us.  Let's keep it up!

News: ADHD Can Cause Lifelong Problems, Study Finds - US News and World Report

ADHD Can Cause Lifelong Problems, Study Finds

Attention-deficit/hyperactivity disorder that persists into adulthood may affect physical and mental health

If children with attention-deficit/hyperactivity disorder, or ADHD, continue to have the condition in adulthood, a new study suggests that they may face an array of physical and mental health issues.

The study, which spanned more than 30 years, found that people who had ADHD as teens and adults face a greater risk of stress, work problems, financial troubles, physical health issues and additional mental health issues, such as depression or antisocial personality disorder.  

They also had difficulty in terms of work and experienced a great deal of financial stress.  82 percent higher odds of having impaired physical health. They were also more than twice as likely to have another mental health problem

 The study included 551 children. Seventy-two of those children were diagnosed with ADHD in 1975 when they were between the ages of 14 and 16. The researchers followed up with the children as they grew, and the final of five outcome surveys was given at an average age of 37.

ADHD Study - US News and World Report 

License Exam: Clinical Practice

Clinical Theories and Interventions

Links

• Diagnosis Can Miss ADHD in Girls
• 
  
• Clinical Theories and Interventions
• Crisis Counseling elements on Psychology.About.com

Theories

• Clinical Theories and Interventions
• http://www.socialworkexamhelp.com/theories.html
• Psychological Theories
  • Attachment theory‎
  • Learning theory
  • Motivational theories‎
  • Personality theories‎
  • Psychoanalytic theory‎
  • Social learning theory
  • Ego psychology

 

Therapy / Counseling

Clinical Theories and Interventions

http://www.socialworkexamhelp.com/counseling.html

 

Group Therapy

http://en.wikipedia.org/wiki/Group_psychotherapy
http://en.wikipedia.org/wiki/Group_dynamics

 

Behavioral Theory / Behaviorism (WATSON, SKINNER)

Behavioral Theory (Behaviorism) , Behaviorism , Behavior Therapy
We practice with human beings in their social environments, so this comment from one of the founding fathers of Behaviorism speaks volumes about the causes of human behavior, as well as methods we can employ to assist them in changing those very things that challenge them:

Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.         --John Watson, 1930

Behavioral theory is based on the belief  that our responses to environmental stimuli shapes our behaviors.  There are two major types of conditioning that produce behavior: Operant conditioning - a method of learning that occurs through rewards (reinforcements) and punishments for behavior, and Classical (Pavlovian or Respondent) Conditioning) where a stimulus is paired with a response to produce a behavior.  See also Behaviorism on Wikipedia. 
Major Thinkers in Behaviorism: Ivan Pavlov , B. F. Skinner , Edward Thorndike  John B. Watson , Clark Hull .
 

REBT / Rational Emotive Behavior Therapy  (ELLIS)

http://en.wikipedia.org/wiki/REBT
http://en.wikipedia.org/wiki/Albert_Ellis_(psychologist)
 

Family Therapy

Family Therapy
The family is a psychological unit, in which changes in one member affect other members and the family's functioning.  Therapy usually focuses on present problems and their practical solutions, in the context of its cultural beliefs.  Family therapy is inappropriate in circumstances where destructive behavior or abuse is present.  See also Family Therapy on Wikipedia

Types of family therapy: Family Systems (Bowen) , Experiential (Satir, Whitaker) , Narrative (Epston, White), Strategic (Haley, Madanes), Structural (Minuchin), Solution-Focused (de Shazer) , Psychodynamic (Scharff), Communications Model (Jackson, Haley), Feminist (Bern)
 

Reality Therapy (GLASSER)

http://en.wikipedia.org/wiki/Reality_therapy

 

Feminist Therapy (BEM, MILLER, BROWN, JORDAN)

http://en.wikipedia.org/wiki/Feminist_therapy
http://en.wikipedia.org/wiki/Sandra_Bem

License Exam: Assessment and Diagnosis - Treatment Planning (11%)

Assessment and Diagnosis, Treatment Planning (11%)

Diagnosis Can Miss ADHD in Girls

 http://bpd.about.com/od/glossary/g/DSM.htm
http://bipolar.about.com/cs/faqs/f/faq_dsm.htm

MULTIAXIAL DIAGNOSIS

In the DSM-IV-TR system, an individual is diagnosed on five different domains, or "axes."  The multi-axial system in DSM-IV-TR was developed in part in order to capture more of the complexity surrounding psychiatric conditions.
Axis I: Clinical Disorders: Major psychiatric disorders are diagnosed on Axis I. For example, major depressive disorder and posttraumatic stress disorder disorders of learning, and developmental disabilities.   Axis I tends to be reserved for major disorders that are thought to be somewhat episodic
Axis II: Personality Disorders or Mental Retardation: these are thought to be longer-standing conditions of thinking and behavior that are typically present before age 18.  For example, personality disorders and Mental retardation (or MR).  These are chronic conditions separated from Axis I conditions in order to allow them to be highlighted
Axis III: Medical or Physical Conditions: Axis III is reserved for medical or physical conditions that may affect or be affected by mental health issues.  For example, if someone has cancer, and their illness and treatment are affecting their mental health, that would be important information to be conveyed in the diagnosis.
Axis IV: Contributing Environmental or Psychosocial Factors: Often, a psychiatric diagnosis happens in the context of major environmental or social stressors. For example, job loss, divorce, financial problems, or homelessness.
Axis V: Global Assessment of Functioning: The GAF is a number between 0 and 100 which is meant to indicate level of functioning, or a person's ability to engage in adaptive daily living.  Lower scores indicate lower functioning. 

Click here for the Expanded text on Multiaxial Diagnosis

 Axis I is reserved for clinical disorders and developmental and learning disorders. Disorders that may be present on Axis I include:

• Panic Disorder
• Generalized Anxiety Disorder
• Social Phobia
• Obsessive-Compulsive Disorder
• Posttraumatic Stress Disorder
• Specific Phobia

Axis II is for personality disorders or mental retardation. Disorders that may appear on Axis II include:

• Borderline Personality Disorder
• Histrionic Personality Disorder
• Dependent Personality Disorder
• Obsessive-Compulsive Personality Disorder

Axis III is for medical and/or physical conditions or disorders. For example:

• Hyperthyroidism
• Mitral Valve Prolapse (MVP)

Axis IV indicates factors contributing to, or affecting, the current psychiatric disorder and treatment outcomes. These include:

• Lack of an adequate support system
• Social issues
• Educational problems
• Problems with work
• Financial difficulties
• Legal problems
• Other psychosocial and environmental problems

Axis V is for the GAF or global assessment functioning. This is a 100-point scale that the mental health professional uses to describe the patient’s overall level of performance in usual daily activities and social, occupational, academic and interpersonal functioning.

_Source:

American Psychiatric Association. "Diagnostic and Statistical Manual of Mental Disorders, 4th ed., text revision" 2000 Washington, DC: Author.  

DSM Decision Trees for Differential Diagnosis

The purpose of these decision trees is to aid the clinician in understanding the organization and hierarchical structure of the DSM-IV Classification. Each decision tree starts with a set of clinical features. When one of these features is a prominent part of the presenting clinical picture, the clinician can follow the series of questions to rule in or rule out various disorders.
I. Differential Diagnosis of Mental Disorders Due to a General Medical Condition
II. Differential Diagnosis of Substance-Induced Disorders
III. Differential Diagnosis of Psychotic Disorders
IV. Differential Diagnosis of Mood Disorders
V. Differential Diagnosis of Anxiety Disorders
VI. Differential Diagnosis of Somatoform Disorders
Click here for expanded text on Differential Diagnosis

Mental/Behavioral Health DISORDERS

Mood and Anxiety Disorders

 http://ptsd.about.com/od/ptsdbasics/a/PTSDoverview.htm

http://depression.about.com/od/whatisdepression/tp/facts.htm

Personality Disorders

http://bpd.about.com/od/relatedconditions/a/Personality-Disorders.htm

The DSM-IV-TR states that Borderline Personality Disorder (BPD) is an Axis II disorder characterized by a pervasive pattern of instability of interpersonal relationships, self-image, and emotions/affects. The diagnostic criteria for BPD is that it is manifested by 5 or more symptoms, such as inappropriate, intense anger, fear of abandonment, impulsive self-damaging behaviors, suicidal threats and gestures, and chronic feelings of emptiness. People with BPD may have a tendency to themselves and others as all good or all bad, with no grey areas; this is termed “splitting.”

http://bpd.about.com/od/relatedconditions/a/Narcissistic-Personality-Disorder.htm


AUTISM
http://autism.about.com/od/whatisautism/a/symptoms.htm

NPR Audio: Coping With College And Mental Illness

Entering College (with Autism, ADHD, and Depression)

 An Autistic Student's Journey To College : NPR

On Morning Edition, a great story about managing in college when one is diagnosed with mental health issues.  In this story, a student entering college talks about registering with Disability Services on-campus when he's dealt with several long-term illnesses from a young age.  He mentions planning to register with the office, even though he doesn't feel as if he needs services now -- he wants them to know that he comes with diagnoses and that now at the school.

It's smart to register because you get to learn about possible services that can be of immense help and you also have a contact to guide you through the process, who can also step in if   They talk about making the transition from home to school and necessary steps they need to take to make his experience successful.

Many students either don't know they have a mental/behavioral health disorder, or are in the dark about how to get help or the fact that they deserve support int he form of accommodations.  However, the Americans with Disabilities Act (ADA) ensures that a wide variety of accommodations are available for people with all types of disabilities (or, rather, different abilities from the majority) that help everyone to exist on more level playing field, and, in effect, increasing social justice in our culture.

Too often, work flow proceeds in a traditional way that no one questions because they have no trouble following those practices.  It's always been (done) that way?  But, discerning critical thinkers realize that these are just as socially created as "work" is itself.  There are a million different ways to do most tasks and to be productive.  Using the resources offered by the ADA is a way of celebrating the rights of all people, even those in the majority as far as abilities go.

Lifehacker: Breakfast in a mug in one minute (and why are we only giving it ONE minute?)

Well, breakfast IS the most important meal of the day.  I think so many of us just don’t have the time, or maybe we aren’t hungry, yet?  I think caffeine in the coffee has a lot to do with suppressing the appetite when you get started with it early every morning.  I find that my appetite doesn’t come around until 10am after having coffee. Anyway, the evils of coffee and caffeine, no matter how good they taste, aren’t the point of this post.  The positive, that breakfast is important, healthy, and yes necessary, is the point. 

Here’s an article on Lifehacker.com that talks about how to do it quickly.  As mentioned, you can add any numbers of ingredients to spruce up the meal and make it even more healthy.  Getting something in your stomach in the mornings is putting you ahead of the game, anyway, though!

Interestingly, though, the comments part of the article is (as usual) one of the most interesting things about it,  There’s a debate about whether or not reducing breakfast to one minute means that we seriously need to consider how packed, filled, and fast-paced our lives has become.  This is what I am putting my money – we need reset our priorities when it comes down to needing tips like this, eh?  It’s not that we don’t want to do things that are quick and easy, but there’s something to be said for Quality of Life and taking our time with such essential things as our health and having healthy bodies and minds.

So, here’s my compromise:  I was a cook in the Army and have been cooking for 25 years.... I liked this idea enough to read the article, but the commenters are mostly right I think.  I don't seem to have time to eat in the mornings.  It does ONLY take two minutes to cook an egg in a pan and it tastes better.  Many here have mentioned cleaning the pan and how long that takes, but for my life it makes sense to simply put the pan back into the oven (with the spatula as well) so that you can take it out again the next day or the day after.  Wash it once a week, at most.  Either cast-iron, or non-stick, you're only talking about some oil left in the pan, which doesn't mean it's "dirty."  And, it doesn't go bad or make you sick.  So, that's even easier. 

As an after thought, I just want to add here that for my life, I want to be more healthy, eat the breakfast even if I’m not hungry – or, at least, change some things so that a normal hunger is what I wake up with!  so, maybe it’s time to prioritize things like rest, going to sleep earlier, trying to resist the natural inclination of a student to stay up later and later at night.  The morning is such a beautiful and peaceful time.  The night can be peaceful, too, so I vacillate between which is more peaceful.  The point is that I need and love peace and quiet.  I need to move to the woods :-)

Technorati Tags: health,food,mh,school,student,pub_health

RESOURCES: Research Links and Resources - Planned Parenthood - Heartland

Research Links and Resources - Planned Parenthood

Research Links and Resources

We've compiled a list of links to useful websites for educational information, statistics and research materials below.

Abortion

• The Alan Guttmacher Institute
• Planned Parenthood Federation of America
• National Abortion Federation
• National Abortion Rights Action League

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Abstinence

• Advocates For Youth
• National Coalition to Prevention Teen Pregnancy
• Sexuality Information & Education Council of the US (SIECUS)

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Contraception

• SIECUS
• Alan Guttmacher Institute
• Planned Parenthood Federation of America

---

Disability & Sexuality

• Spinal Cord Injury Information Network
• Enable Link

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Lesbian, Gay, Bisexual, Transgender (LGBT)

• Gay, Lesbian, and Straight Education Network
• A Guide to LGBT Health Resources
• The National Coalition for LGBT Health
• Youth Resource
• World Professional Association for Transgender Health
• Susan's Place Transgender Resources
• Hudson's FTM Resource Guide
• American Civil Liberties Union

---

Parenting Information

• Talking with Kids about Tough Issues
• Advocates for Youth
• Planned Parenthood Federation of America

---

Planned Parenthood Information & History

• Planned Parenthood Federation of America

---

Reproductive Issues

• Center for Reproductive Rights
• Women’s National Law Center

---

Sexually Transmitted Infections (STI’s)

• The Center for Disease Control & Prevention
• American Social Health Association
• SIECUS

---

Sexuality Information for Teens

• Sex Etc.
• Scarleteen
• Teenwire
• I Wanna Know
• My Sistahs

---

Teen Pregnancy Information

• National Campaign to Prevent Teen Pregnancy
• The Alan Guttmacher Institute
• National Center for Health Statistics
• SIECUS
• Resource Center for Adolescent Pregnancy Prevention

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Slow Down Week: A New Way of Being | Adbusters Culturejammer Headquarters

Make every week a Slow Down Week

A New Way of Being

A New Way of Being | Adbusters Culturejammer Headquarters

Oppression Review : What is Oppression?

• Definitions of Oppression
• Diversity and Oppression readings
• Defining White Privilege (@udayton.edu)
• Intersectionality & Matrix of Domination (@wikipedia.org)
• Oppressors–oppressed distinction  (@Wikipedia)
• Feminism (@Wikipedia)
• Feminist Perspectives on Power (@ Stanford.edu)
• Oppression.org website
• Universal Declaration of Human Rights

Definitions of Oppression (@umich.edu)

The Social Work Dictionary, ed. Robert L. Barker defines oppression as: "The social act of

placing severe restrictions on an individual, group or institution. Typically, a government or

political organization that is in power places these restrictions formally or covertly on oppressed

groups so that they may be exploited and less able to compete with other social groups. The

oppressed individual or group is devalued, exploited and deprived of privileges by the individual

or group which has more power." (Barker, 2003)

The Blackwell Dictionary of Sociology has an excellent definition of social oppression: "Social

oppression is a concept that describes a relationship between groups or categories of between

groups or categories of people in which a dominant group benefits from the systematic abuse,

exploitation, and injustice directed toward a subordinate group. The relationship between whites

and blacks in the United States and South Africa, between social classes in many industrial

societies, between men and women in most societies, between Protestants and Catholics in

Northern Ireland - all have elements of social oppression in that the organization of social life

enables those who dominate to oppress others. Relationships between groups and relationships

between groups and social categories, it should not be confused with the oppressive behavior of

individuals. A white man may not himself actively participate in oppressive behavior directed at

blacks or women, for example, but he nonetheless benefits from the general oppression of blacks

and women simply because he is a white man. In this sense, all members of dominant and

subordinate categories participate in social oppression regardless of their individual attitudes or

behavior. Social oppression becomes institutionalized when its enforcement is so of social life

that it is not easily identified as oppression and does not require conscious prejudice or overt acts

of discrimination." One of the purposes of the exercise we'll do is to help use better identify the

feelings that oppression produces in us and in our clients. (Johnson, 2000b)

Diversity and Oppression readings (syllabus) @ wayne.edu

Ground Rules. (Adapted from those by Margaret Andersen, University of Delaware).

1. Acknowledge that racial and ethnic oppression exists in our society.

2. Acknowledge that one of the key elements of oppression is that we are all systematically

taught misinformation about race and ethnicity. This is true for both majority and

minority group members.

3. While we cannot be blamed for the misinformation that we have learned, we can and will

be held responsible for repeating misinformation after we have learned otherwise.

4. We will actively pursue information about racial and ethnic groups. However, the basis

for this information will not be on societal learned myths or stereotypes about these

groups.

5. We will share information and ideas with members of the class and we will never

demean, devalue, or “put down” people for their experiences.

6. We each have an obligation to combat actively the myths and stereotypes about race and

ethnicity so that we can break down the barriers which impede group cooperation.

7. We will assume that all of us, regardless of our racial identity, nationality, sex,

class or cultural background, have been influenced by the racism of our society

and that individuals can actively change.

8. We will create a safe atmosphere for open discussion. At times, members of the

class may wish to make comments that they do not want repeated outside of the

classroom. If so, the student will preface his or her remarks with a request and the

class will agree not to repeat the remarks.

9. We will try to see the world through the experiences of people who have different

perspectives than our own. This will mean not assuming that one’s own

perspective is the only or the best way to see and think.

Feminism (@Wikipedia)

Part of a series on
Feminism
History[show]
Variants[show]
Concepts[show]
Theories[show]
By country[show]
Lists & indexes[show]
Feminism portal

Feminism is a collection of movements aimed at defining, establishing, and defending equal political, economic, and social rights and equal opportunities for women.^[1][2][3] Its concepts overlap with those of women's rights. Feminism is mainly focused on women's issues, but because feminism seeks gender equality, some feminists argue that men's liberation is therefore a necessary part of feminism, and that men are also harmed by sexism and gender roles.Feminists are "person[s] whose beliefs and behavior[s] are based on feminism."^[4]Feminist theory exists in a variety of disciplines, emerging from these feminist movements^[5][6] and including general theories^[specify] and theories about the origins of inequality, and, in some cases, about the social construction of sex and gender. Feminist activists have campaigned for women's rights—such as in contract, property, and voting — while also promoting women's rights to bodily integrity and autonomy and reproductive rights. They have opposeddomestic violence, sexual harassment, and sexual assault. In economics, they have advocated for workplace rights, including equal pay and opportunities for careers and to start businesses.
Some of the earlier forms of feminism have been criticized for being geared towards white, middle-class, educated perspectives. This led to the creation of ethnically-specific or multiculturalist forms of feminism.

Feminist Perspectives on Power (@Stanford.edu)

Although any general definition of feminism would no doubt be controversial, it seems undeniable that much work in feminist theory is devoted to the tasks of critiquing women's subordination, analyzing the intersections between sexism and other forms of subordination such as racism, heterosexism, and class oppression, and envisioning the possibilities for both individual and collective resistance to such subordination. Insofar as the concept of power is central to each of these theoretical tasks, power is clearly a central concept for feminist theory as well.

Institutionalized Oppression Definition (@pcc.edu)

Institutional Oppression is the systematic mistreatment of people within a social

identity group, supported and enforced by the society and its institutions, solely based on

the person’s membership in the social identity group.

 Institutional Oppression occurs when established laws, customs, and practices systematically reflect and produce inequities based on one’s membership in targeted social identity groups. If oppressive consequences accrue to institutional laws, customs, or practices, the institution is oppressive whether or not the individuals maintaining those practices have oppressive intentions.

Institutional Oppression creates a system of invisible barriers limiting people based on their

membership in unfavored social identity groups. The barriers are only invisible to those

“seemingly” unaffected by it. 

The practice of institutionalized oppression is based on the belief in inherent superiority or

inferiority. Institutionalized oppression is a matter of result regardless of intent.

Defining White Privilege (@udayton.edu)

white privilege, a social relation
 1. a. A right, advantage, or immunity granted to or enjoyed by white persons beyond the common advantage of all others; an exemption in many particular cases from certain burdens or liabilities.
 b. A special advantage or benefit of white persons; with reference to divine dispensations, natural advantages, gifts of fortune, genetic endowments, social relations, etc.
 2. A privileged position; the possession of an advantage white persons enjoy over non–white persons.
 3. a. The special right or immunity attaching to white persons as a social relation; prerogative.
 b. display of white privilege, a social expression of a white person or persons demanding to be treated as a member or members of the socially privileged class.
 4. a. To invest white persons with a privilege or privileges; to grant to white persons a particular right or immunity; to benefit or favor specially white persons; to invest white persons with special honorable distinctions.
 b. To avail oneself of a privilege owing to one as a white person.
 5. To authorize or license of white person or persons what is forbidden or wrong for non–whites; to justify, excuse.
 6. To give to white persons special freedom or immunityfrom some liability or burden to which non–white persons are subject; to exempt.

Oppression.org website

All of us have heard and probably even used that statement whose gist is that being a silent witness to a crime is comparable to being the actual criminal, but how many of us actually apply this to our lives? If we take a moment to seriously ponder this thought, it becomes blazingly obvious that we are a society composed mostly of educated criminals. I say educated in order to include those that do take the time to inform themselves, for what good is knowledge or awareness if it is merely passive? It only allows you to proclaim, "I was fully aware that this heinous act occurred". What is necessary is for this to evolve into, "I was aware and took the time to care". Oppression.org has been designed as a means of directing desperately needed attention to a variety of stories. Our goal is to raise awareness on issues that are often times ignored because they concern a people and place that, to some, seem so foreign. This is necessary because to limit sympathy to only those who share a common language or culture only breathes life into the cycle of oppression. With this thought in mind, Oppression.org gives voice to people across the world that must fear daily for both their lives and those of their families. For the sake of humanity, we have a duty to make their suffering known.

Intersectionality (@wikipedia.org)

Intersectionality is a feminist sociological theory first highlighted by Kimberlé Crenshaw (1989). Intersectionality is a methodology of studying "the relationships among multiple dimensions and modalities of social relationships and subject formations" (McCall 2005). The theory suggests—and seeks to examine how—various socially and culturally constructed categories such as gender, race,class, disability, and other axes of identity interact on multiple and often simultaneous levels, contributing to systematic social inequality. Intersectionality holds that the classical conceptualizations of oppression within society, such as racism, sexism, homophobia, and religion-based bigotry, do not act independently of one another; instead, these forms of oppression interrelate, creating a system of oppression that reflects the "intersection" of multiple forms ofdiscrimination.^[1]'

Matrix of Domination (@wikipedia.org)

The Matrix of Domination is a sociological theory that explains issues of oppression that deal withrace, class, and gender, which, though recognized as different social classifications, are all interconnected. Other forms of classification, such as sexual orientation, religion, or age, apply to this theory as well. Patricia Hill Collins is credited with introducing the theory in her work entitledBlack Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment.

As the term implies, there are many different ways one might experience domination, facing many different challenges in which one obstacle, such as race, may overlap with other sociological features. Such things as race, age, and sex, may affect an individual in extremely different ways, in such simple cases as varying geography, socioeconomic status, or simply throughout time. Manyfeminist authors have contributed a great deal of research toward the understanding and application of domination models in many realms of society.

Oppressors–oppressed distinction  (@Wikipedia)

Oppressors-oppressed distinction or dominant-dominated opposition, is an influentialpolitical argument. One of its first uses was by Hegel in his 1802 The German Constitution, in which he said that "The Catholics had been in the position of oppressors, and the Protestants of the oppressed."^[1] Its use by Karl Marx made it very influential, and it is often considered a fundamental element of Marxist analysis.^[2][3] The applications of it to some contexts, have led some to consider their simplicity suspicious or dubious.^[3] Many authors have reprised it and readapted it to other contexts, including Engels, Marx, Lenin, Gramsci, Simone Weil, Paulo Freire and others. It has been used in a variety of contexts, including bourgeoisie versus proletariat, imperialism versus self-determination, the Israeli–Palestinian conflict,^[4][5] and others. 

• Derrida  (1994) Specters of Marx

• Halabi, R., Sonnenschein, N., & Friedman, A. (2004) Liberate the oppressed and their oppressors: Encounters between university students. In R. Halabi (Ed.) Israeli and Palestinian identities in dialogue: The School for Peace approach. Piscataway, NJ: Rutgers University Press.

• Hegel  (1802) The German Constitution, chapter II, section 1 The Armed Forces. Original titleDie Verfassung Deutschlands, included Werke volume 1 Early Writings (Frühe Schriften). English translation collected in Political writings

• Kauppi, Niilo (1996) French intellectual nobility

Universal Declaration of Human Rights

The Universal Declaration of Human Rights (UDHR) is a declaration adopted by the United Nations General Assembly (10 December 1948 at Palais de Chaillot, Paris). The Declaration arose directly from the experience of the Second World War and represents the first global expression of rights to which all human beings are inherently entitled. It consists of 30 articles which have been elaborated in subsequent international treaties, regional human rights instruments, national constitutions and laws. The International Bill of Human Rightsconsists of the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, and the International Covenant on Civil and Political Rights and its two Optional Protocols. In 1966 the General Assembly adopted the two detailed Covenants, which complete the International Bill of Human Rights; and in 1976, after the Covenants had been ratified by a sufficient number of individual nations, the Bill took on the force of international law.^[1]

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