Abbreviated Report of a WHO Consultation
Guidance for School-Based Psychosocial
Programmes for Teachers, Parents and Children
in Conflict and Postconflict Areas
Int J Ment Health Syst. 2013 Jan 9;7(1):2. doi: 10.1186/1752-4458-7-2.
PLOS Medicine | www.plosmedicine.org
January 2013 | Volume 10 | Issue 1 | e1001371
IACAPAP Textbook of Child and Adolescent Mental Health
Child psychiatry & pediatrics
Chapter I.1
Somatoform disorders
A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER IN PUBLIC HEALTH OF THE UNIVERSITY OF NAMIBIA
Every five minutes a child dies as the result of violence, according to a ground-breaking report from Unicef UK. The report reveals that the vast majority of children are killed outside warzones and that physical, sexual and emotional abuse is widespread with millions of children unsafe in their hom...es, schools and communities. Some 345 children could die from violence each day in the next year, unless governments act.
The report also finds that:
(1) Children who are victims of violence have brain activity similar to soldiers exposed to combat;
(2) A third of children who are victims of violence are likely to develop long-lasting symptoms of post-traumatic stress disorder;
(3) Those living in poverty are more likely to be victims of violence, wherever they live in the world;
(4) Over 7% of child deaths due to violence each day are the result of interpersonal violence, rather than conflict.
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International Journal of Mental Health Systems2011,5:17http://www.ijmhs.com/content/5/1/17
This document is written for local and international staff running nutrition programmes in emergencies, and for local, regional and national authorities and donors involved in such programmes.
The note explains why nutrition programmes need to include early childhood development (ECD) activities t...o maximize the child’s development.
It provides practical suggestions as to what simple steps are necessary to create integrated programmes in situations of famine or food insecurity and it gives examples of how such integrated programmes have been established in other situations.
This document is also available in Arabic: http://www.who.int/mental_health/emergencies/ecd_why_what_how_arabic.pdf?ua=1
;and in French: http://www.who.int/mental_health/emergencies/ecd_why_what_how_french.pdf?ua=1
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This report explores the reasons why global health is critical to medicine and what this means for medical education. It argues that an understanding of global health is important for all students and practicing doctors, rather than being an ‘add-on’ or ‘option’ for specialization.
Miscellaneous
Chapter J.6
From choice, a world of possibilities
Want to change the world? Here's how...
"i asked: 'Why doesn't somebody do something?' Then I realized I was somebody"
Substance use disorders
Chapter G.3
Autres troubles
Chapitre H.1
Edition en français
Traduction : Priscille Gérardin et Malaïka Lasfar Sous la direction de : Priscille Gérardin Avec le soutien de la SFPEADA
Section I
Somatoform disorders
Child Psychiatry and Pediatrics
Chapter I.1
The report offers an overview of the progress the humanitarian sector has made and the obstacles it has faced over the past 10 years. Accountability is no longer just a fashionable term, there is now a shared understanding of what it takes to be accountable. From changes at policy level, to concrete... actions taken in the field, this report documents this sector-wide shift. It also shows that being accountable to the people we aim to serve is not just the right thing to do, it is also the best way to ensure programmes are relevant, effective, efficient and sustainable
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