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Management of Type 2 Diabetes. Training Manual
WHO Collaborating Centre for Capacity Building and Research in Community-based Noncommunicable Disease Prevention and Control, All India Institute of Medical Sciences (AIIMS), New Delhi, India.
World Health Organization WHO, India
(2019)
C_WHO
WHO Package of Essential NCD Interventions (PEN)
Accessed March 18,2019
The report provides the much-needed evidence to design interventions for children in Kenya and as such we urge partners to use this report as a document for planning for children.
This document provides guidance on interventions to prevent vaccine-preventable disease outbreaks in the context of mass population movement resulting from the ongoing crisis in Ukraine.
Community based psychosocial services in humanitarian assistance. A facilitator's guide
Agni, Kathy; et al.
LutherahjalpenChurch of Sweden; Norwegian Church Aid and Presbyterian Disasters Assistance
(2005)
C2
This expansive facilitator's guide deals with psychosocial interventions concerning multiple causes of trauma such as HIV and AIDS and post-conflict situations. The guide offers technical advice to the implementor which is usefully augmented by diag
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rams, ideas for games and other useful interventions
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This manual is a guide to psychosocial interventions to help people cope with the emotional effects of disasters. Some are direct responses to the trauma of disasters, while others are longer-term responses. Even more than the physical effects of di
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sasters, the emotional effects cause long-lasting suffering, disability and loss of income
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Coordinated Use of Anthelminthic Drugs in Control Interventions: a Manual for Health Professionals and Programme Managers
A Handbook to Support Strengthening of Organisational Capacity in Developing Information, Education and Communication (IEC) Materials for Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) People in Southern Africa Accessed 7 July 2015
Paper commissioned for Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children
Advances have been made through expanded interventions delivered through five public health approaches: innovative and intensified disease management; preventive chemotherapy; vector ecology and management; veterinary public health services; and the
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provision of safe water, sanitation and hygiene. In 2015 alone nearly one billion people were treated for at least one disease and significant gains were achieved in relieving the symptoms and consequences of diseases for which effective tools are scarce; important reductions were achieved in the number of new cases of sleeping sickness, of visceral leishmaniasis in South-East Asia and also of Buruli ulcer.
The report also considers vector control strategies and discusses the importance of the draft WHO Global Vector Control Response 2017–2030. more
The report also considers vector control strategies and discusses the importance of the draft WHO Global Vector Control Response 2017–2030. more
Behaviour change techniques for promoting mental health
World Health Organization
(2012)
C_WHO
Q13: What is the effectiveness of behaviour change techniques including life skills education in promoting mental health for children and adolescents?
The guidance provides critical considerations and practical checklists to keep schools safe. It also advises national and local authorities on how to adapt and implement emergency plans for educational facilities.
In the event of school closures, the guidance includes recommendations to mitigate
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against the possible negative impacts on children’s learning and wellbeing. This means having solid plans in place to ensure the continuity of learning, including remote learning options such as online education strategies and radio broadcasts of academic content, and access to essential services for all children. These plans should also include necessary steps for the eventual safe reopening of schools.
Where schools remain open, and to make sure that children and their families remain protected and informed.
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This report addresses the future of basic education, ICT use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws on research evidence from the literature, the authors’ e
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xperiences of ICT use in education initiatives, interviews with practitioners and academics, a workshop, and consultations with Save the Children staff from many different countries, mostly conducted in August 2017
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The handbook includes evidence-based mental health interventions, drawn from the WHO mhGAP guidelines for mental, neurological, and substance use disorders (3), particularly those listed in the UHC Compendium. Evidencebased
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interventions to reduce population health-related stigma and discrimination are included in the ECP in order to address the stigma experienced both by people living with mental health conditions and by those living with NTDs.
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For many years, Community Health Care Workers (CHWs) in Tanzania and Africa in general have played significant role in community health promotion. Their specific roles have been changing from time to time. However, their key roles have over time included giving health
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education and dissemination of health information to communities, invariably moving on to include other services such as offering curative services and conducting community surveys. Deployment of CHWs has mainly been a response to the severe shortage of the human resource for health in most African countries due to brain drain for various reasons that include unattractive terms and conditions of employment. On the other hand the human resources for health (HRH) is a result of positive growing demand for health services, a situation confronted by inadequate supply of trained health personnel from training institutions to meet the demand.
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Water, sanitation and hygiene education in schools – WASH in Schools – provides safe drinking water, improves sanitation facilities and promotes lifelong health. WASH in Schools enhances the well-being of children and their families, and paves t
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he way for new generations of healthy children.
from Schools offers a snapshot of WASH in Schools experiences across the globe. These stories have been gathered through a retrospective search of UNICEF’s global and country office websites. They represent a myriad of activities undertaken by UNICEF and partners in 2010 and 2011.
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As an inter-faith network of religious leaders living with or affected by HIV, INERELA+ seeks to empower religious leaders through education, knowledge and skills to live positively, becoming symbols of hope and agents of change who will help elimin
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ate stigma and discrimination within their congregations and communities.
Accessed: 12.11.2019
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This document provides a decision-making framework for implementation of mass treatment interventions, active case-finding campaigns and population-based surveys for neglected tropical diseases in the context of the COVID-19 pandemic. A two-step app
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roach is proposed: a risk–benefit assessment, to decide if the planned activity should proceed; and an examination of a list of precautionary measures that should be applied with the aim of decreasing the risk of transmission of COVID-19 associated with the activity, and strengthening the capacity of the health system to manage any residual risk. This guidance note is intended to health authorities, NTD programme managers and their supporting partners.
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his Framework begins with a desired future scenario and considers actions and interventions necessary to get there. It advocates for holistic view to address tuberculosis. The Framework revisits challenges and actions in four layers: TB specific; ch
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allenges in health systems that influence TB care; challenges in sectors beyond health that determine TB; and overarching governance issues. Multisectoral action and accountability are embedded in the Framework. The Framework is based on the principles of people-centered care and system development.
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This topic brief highlights how nutrition and healthy diets support the achievement of education and learning objectives, and explains how intervention benefits can be amplified with a whole-school and systems approach. The recommended actions are i
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nformed by the Global Standards for health-promoting schools. This evidence-informed resource is intended for national education, health and associated sectors to support the strengthening of national school health programmes.
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