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Community based rehabilitation (CBR)
World Health Organization
(2012)
C_WHO
Q4: Should community based rehabilitation be offered to children with intellectual disabilities?
Interventions for management of children with intellectual disabilities
World Health Organization
(2012)
C_WHO
Q3: What approaches are available to enable non-specialized health care providers to identify children with intellectual disabilities, including intellectual disabilities due to specific causes?
Responses to epidemics, emergencies and disasters raise many ethical issues for the people involved, including public health specialists and policy makers. This training manual provides material on ethical issues in research, surveillance and patie
...
nt care in these difficult contexts.
more
Comparative effectiveness of different formats of psychological treatments for depressive disorder
recommended
Q8.SCOPING QUESTION: In adults and older adolescents with depressive disorder, what is the comparative effectiveness of different formats of psychological treatments?
NICE guideline
Published: 23 May 2017
Q1: In individuals with psychotic disorders (including schizophrenia), are antipsychotic drugs safe and effective?
Q3: In individuals with a first psychotic episode with full remission, how long should antipsychotic drug treatment be continued after remission in order to allow for the best outcomes?
Q6: In individuals with psychotic disorders (including schizophrenia) who require long term antipsychotic treatment, are anticholinergic medications more effective in preventing or reducing extrapyramidal side-effects and/or improving treatment adherence than placebo/treatment as usual?
Q12. SCOPING QUESTION: In people with psychotic disorders, including schizophrenia and bipolar disorder, are recovery-oriented strategies enhancing vocational and economic inclusion (such as supported employment) feasible and effective?
NSW Disaster Mental Health Handbook 1
The Disaster Mental Health Manual and associated handbooks are intended as a resource for mental health staf
...
f who are seeking background information and practical guidance and resources to assist in a disaster mental health response.
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A total of 18 laboratories from 13 countries participated in the four rounds of EQA: 10 laboratories from eight African endemic countries, four of which participated in all four rounds and three in three rounds. The overall results showed that the median performance of these laboratories improved ov
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er the four rounds. However, the proportion of laboratories reporting false–positive cases remains high and indicates a problem of specificity probably due to contamination. The proportion of laboratories reporting both false–positive and false–negative results raises the issue of the quality of the data reported by WHO in Africa as well as the results of the studies carried out in these different laboratories in various countries.
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First published in 2020, this toolkit is intended for clinicians working in acute care, managing adult and paediatric patients with acute respiratory infection, including severe pneumonia, acute respiratory distress syndrome, sepsis and septic shock. The main objective is to provide key tools for us
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e in the care of critically ill patients – from hospital entry to hospital discharge.
The 2022 updated version includes new tools and adapted algorithms, checklists, memory aids for COVID-19 and influenza, and the latest clinical evidence regarding clinical management of SARI. It is intended to help clinicians care for SARI patients: from epidemiology of severe acute respiratory infections, screening and triage, infection prevention and control, monitoring of patients, laboratory diagnosis, principles of oxygen therapy and different types of ventilation (invasive and non-invasive), as well as antimicrobial and immunomodulator therapies, to ethical and quality of care assessments.
The first edition is availbel in Ukrainian and Russian
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NSW Disaster Mental Health Handbook 5
The Disaster Mental Health Manual and associated handbooks are intended as a resource for mental health staf
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f who are seeking background information and practical guidance and resources to assist in a disaster mental health response.
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Overview
Learning objectives
• Name the general principles of essential care and practice.
• Name management principles of priority MNS conditions.
• Use effective communication skills in interactions with people with MNS conditions.
• Perform assessments for priority MNS conditions.
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Assess and manage physical health in MNS conditions.
• Know the impact of violence and gender-based violence on mental health.
• Provide psychosocial interventions to a person with a priority MNS condition and their
carer.
• Deliver pharmacological interventions as needed and appropriate in priority MNS
conditions considering special populations.
• Plan and perform follow-up for MNS conditions.
• Refer to specialists and links with outside agencies for MNS conditions as appropriate and
available.
• Promote respect and dignity for people with priority MNS conditions.
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Session Outline
•General Principles
•Essentials of mental health care and clinical practice: Assessments
•Essentials of mental health care and clinical practice: Management
•Essentials o
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f mental health care and clinical practice: Follow-up
•Reviews
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Session outline
•Introduction to psychoses.
•Assessment of psychoses.
•Management of psychoses.
•Follow-up.
•Review.
Suicides take a high toll. Over 800 000 people die by suicide every year and it is the second leading cause of
death in 15-29-year-olds. Most suicides occur in low- and middle-income countries where resources
and services, if they do exist, are often scarce and limited for early identification, tr
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eatment and support of
people in need. These striking facts and the lack of implemented timely interventions make suicide a serious
global public health problem that needs to be tackled urgently.
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2nd revised edition. Accessed Apri. 17, 2019
Prevention strategies based on scientific evidence working with families, schools, and communities can ensure that children and youth, especially the most marginalized and poor, grow and stay healthy and safe into adulthood and old age. For every dollar
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spent on prevention, at least ten can be saved in future health, social and crime costs.
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The WHO Guidelines on risk reduction of cognitive decline and dementia provide evidence-based recommendations on lifestyle behaviours and interventions to delay or prevent cognitive decline and dementia. These WHO Guidelines are an important tool for healt
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h care providers as well as governments, policy-makers and other stakeholders to strengthen their response to the dementia challenge.
Executive Summary available in Arabic, Chinese, French, Russian and Spanish at: https://www.who.int/mental_health/neurology/dementia/guidelines_risk_reduction/en/
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