the aid library

LIST OPTIONS

Filter

3005

Sort by:

Direction:

Download (374)

View PDF (445)

Handbook for Coordinating Gender-based Violence Interventions in Emergencies 2019
recommended

Protection Cluster (2019) C2

This handbook is a quick-reference tool that provides practical, field-level guidance to establish and maintain a GBV sub-cluster in a humanitarian emergency. It provides the foundations for coordination. More in-depth information can be pursued through resources referenced in this handbook. The GBV... more

Download (130)

View PDF (187)

WHO QualityRights Act, unite and empower
recommended

Quality Rights World Health Organization WHO (2015) C_WHO

QualityRights is WHO’s global initiative to improve the quality of care provided by mental health services and promote the human rights of people with psychosocial, intellectual and cognitive disabilities1. It offers a new approach to mental health care which is rights-based and recovery-oriented.

Download (202)

View PDF (306)

Module: Self-harm/suicide

World Health Organization WHO (2012) C_WHO

Learning objectives • Promote respect and dignity for people with self-harm/suicide. • Know the common presentations of self-harm/suicide. • Know the principles of assessment of self-harm/suicide. • Know the management principles of self-harm/suicide. • Perform an assessment for self-... more

Download (197)

View PDF (302)

Group Interpersonal Therapy (IPT) For Depression

World Health Organization WHO (2016) C_WHO

WHO recommends interpersonal therapy (IPT) as a possible first line treatment for depression. With this new manual, the World Health Organization (WHO) gives guidance on the use of interpersonal therapy (IPT) using a 8 session group protocol. The manual - which is part of WHO’s mhGAP programme - d... more

Download (333)

View PDF (302)

Module: Essential care and practice

World Health Organization WHO (2015) C_WHO

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. �... more

Download (161)

View PDF (325)

Health as a Bridge to Peace: Active Learning Package

World Health Organization (1999) C_WHO

The Active Learning Package is designed to provide methodology, substantive support and practical instruction for the training of health personnel in Health as Bridge for Peace issues. https://www.who.int/hac/techguidance/hbp/active_training_package/en/index5.html

Download (524)

View PDF (2475)

Community Preparedness: REPRODUCTIVE HEALTH and GENDER

Women's Refugee Commission (2015) C2

This provisional Facilitator's Kit provides a complete framework for a 3-day training on Community Preparedness for Reproductive Health and Gender. The goal is to build community capacity to prepare and respond to risks and inequities faced by women and girls during emergencies.

Download (225)

View PDF (367)

mhGAP operations manual

World Health Organization WHO (2018)

mhGAP is based on evidence-based technical guidelines (4) and provides a set of tools and training packages to extend service provision. The mhGAP Intervention Guide (mhGAP-IG) for MNS disorders in non-specialized health settings (8) is a clinical decision-making tool for assessing and managing p... more

Download (241)

View PDF (386)

Disability Inclusion in Drought and Food Crisis Emergency Response

CBM, Handicap International, Kenya Red Cross Society and the Association of the Physically Disabled of Kenya CBM Australia; CBM Emergency Response Unit (2011)

This factsheet provides base level information to practitioners for awareness raising, training, advocacy, project design and proposal writing. The information may be used and sent out widely, with reference to the Kenya Red Cross, The Association of the Physically Disabled of Kenya, CBM and Handica... more

Download (120)

View PDF (223)

A good start: advances in early childhood development

Bernard van Leer Foundation Bernard van Leer Foundation (2015)

Early childhood matters. This document looks at specific issues regarding the development of young children, in particular from a psychosocial perspective. It is published twice per year by the Bernard van Leer Foundation. The views expressed in Early Childhood Matters are those of the authors and... more

Download (61)

View PDF (111)

Cote d’Ivoire - Coronavirus (COVID-19) Situation Report No. 3 Internal

UN Children's Fund UNICEF Unicef; WASH Cluster (2020) C_UNICEF

Reporting Period: 4 to 10 April 2020 • In collaboration with the Ministry of Youth, UNICEF started training 50 young bloggers on how to identify and respond to fake news. • UNICEF engaged with 97 social services to enable front-line social workers to carry out community prevention work and... more

Download (106)

View PDF (161)

Evaluating the effectiveness of Child Friendly Spaces in IDP camps in Eastern DRC: Goma Field Study Summary Report

UNICEF (2014) C_UNICEF

Child Friendly Spaces (CFSs) are used by humanitarian agencies as a means to promote protection and psychosocial wellbeing for children in emergency settings. World Vision International together with Columbia University is conducting a series of studies to investigate the effectiveness of CFSs in va... more

Download (157)

View PDF (174)

Evaluation of Child Friendly Spaces - An inter-agency series of impact evaluations in humanitarian emergencies (Research report)

UNICEF (2015) CC

Child friendly spaces (CFS) have become a widely used approach to protect and provide psychosocial support to children in emergencies. However, little evidence documents their outcomes and impacts. There is widespread commitment among humanitarian agencies to strengthen the evidence base of pr... more

Download (156)

View PDF (174)

Evaluation of Child Friendly Spaces - Tools and guidance for monitoring and evaluating CFS

UNICEF (2014) CC

Child friendly spaces (CFS) are safe spaces where communities create nurturing environments in which children can access free and structured play and learning activities. CFS, also commonly referred to as Child Centred Spaces or Safe Spaces for Children, may provide educational and psychosocial... more

Download (114)

View PDF (149)

Life Skills through Drama: Equipping adolescent girls with key knowledge and skills to help them to mitigate, prevent and respond to Gender Based Violence

International Rescue Committee IRC (2021) CC

The Life Skills through Drama curriculum aims at promoting the protection of Syrian and Lebanese adolescent girls from Gender Based Violence and enhancing their psychosocial wellbeing. This curriculum addresses the basic life skills that adolescent girls living in difficult conditions in any similar... more

Download (230)

View PDF (204)

Self-Care Manual for Front-Line Workers

Republic of Lebanon, Ministry of Health (2020) CC

In line with the National Mental Health Strategy for Lebanon (2015-2020), this guide answers the objective of the Mental Health and Psychosocial Support task force: “Development and provision of staff care interventions for persons working in the MHPSS and Protection sectors”. It aims at prevent... more

Download (136)

View PDF (161)

An EAPC white paper on multi-disciplinary education for spiritual care in palliative care

Megan Best, Carlo Leget, Andrew Goodhead and Piret Paal BMC Palliative Care (2020) CC

The EAPC White Paper addresses the issue of spiritual care education for all palliative care professionals. It is to guide health care professionals involved in teaching or training of palliative care and spiritual care; stakeholders, leaders and decision makers responsible for training and educati... more

Download (139)

View PDF (209)

Haiti Earthquake Response 6 months Report 2021

World Vision2022 (2022) CC

Six months after the earthquake, World Vision's efforts have made it possible to provide emergency assistance to selected beneficiaries among the most vulnerable through the distribution of food and hygiene kits and to address the psychosocial needs of children, adolescents, and young people deprive... more

Download (188)

View PDF (244)

Ecosystem approaches to health - Teaching Manual

McCullagh S, Hunter B, Houle K et al. CoPEH Canada (2012) CC

CoPEH-Canada has generated a series of teaching and training resources over more than a decade. These resources began with the production of the CoPEH-Canada Teaching Manual (2012), which is dedicated to Bruce Hunter. Our training resources have expanded to include a range of resources including: Mo... more

Download (170)

View PDF (160)

How to support survivors of gender-based violence when a GBV actor is not available in your area

Inter-Agency Standing Committee (2023) CC

KEY MESSAGES Always talk to a GBV specialist first to understand what GBV services are available in your area. Some services may take the form of hotlines, a mobile app or other remote support. Be aware of any other available services in your area. Identify services provided by humanitarian pa...rtners such as health, psychosocial support, shelter and non-food items. Consider services provided by communities such as mosques/ churches, women’s groups and Disability Service Organizations. Remember your role. Provide a listening ear, free of judgment. Provide accurate, up-to-date information on available services. Let the survivor make their own choices. Know what you can and cannot manage. Even without a GBV actor in your area, there may be other partners, such as a child protection or mental health specialist, who can support survivors that require additional attention and support. Ask the survivor for permission before connecting them to anyone else. Do not force the survivor if s/he says no. Do not proactively identify or seek out GBV survivors. Be available in case someone asks for support. Remember your mandate. All humanitarian practitioners are mandated to provide non-judgmental and non-discriminatory support to people in need regardless of: gender, sexual orientation, gender identity, marital status, disability status, age, ethnicity/tribe/race/religion, who perpetrated/committed violence, and the situation in which violence was committed. Use a survivor-centered approach by practicing: Respect: all actions you take are guided by respect for the survivor’s choices, wishes, rights and dignity. Safety: the safety of the survivor is the number one priority. Confidentiality: people have the right to choose to whom they will or will not tell their story. Maintaining confidentiality means not sharing any information to anyone. Non-discrimination: providing equal and fair treatment to anyone in need of support. If health services exist, always provide information on what is available. Share what you know, and most importantly explain what you do not. Let the survivor decide if s/he wants to access them. Receiving quality medical care within 72 hours can prevent transmission of sexually transmitted infections (STIs), and within 120 hours can prevent unwanted pregnancy. Provide the opportunity for people with disabilities to communicate to you without the presence of their caregiver, if wished and does not endanger or create tension in that relationship. If a man or boy is raped it does not mean he is gay or bisexual. Gender-based violence is based on power, not someone’s sexuality. Sexual and gender minorities are often at increased risk of harm and violence due to their sexual orientation and/or gender identity. Actively listen and seek to support all survivors. Anyone can commit an act of gender-based violence including a spouse, intimate partner, family member, caregiver, in-law, stranger, parent or someone who is exchanging money or goods for a sexual act. Anyone can be a survivor of gender-based violence – this includes, but isn’t limited to, people who are married, elderly individuals or people who engage in sex work. Protect the identity and safety of a survivor. Do not write down, take pictures or verbally share any personal/identifying information about a survivor or their experience, including with your supervisor. Put phones and computers away to avoid concern that a survivor’s voice is being recorded. Personal/identifying information includes the survivor’s name, perpetrator(s) name, date of birth, registration number, home address, work address, location where their children go to school, the exact time and place the incident took place etc. Share general, non-identifying information To your team or sector partners in an effort to make your program safer. To your support network when seeking self-care and encouragement. more

Handbook for Coordinating Gender-based Violence Interventions in Emergencies 2019 recommended

WHO QualityRights Act, unite and empower recommended

Handbook for Coordinating Gender-based Violence Interventions in Emergencies 2019
recommended

WHO QualityRights Act, unite and empower
recommended