Emergencies, in spite of their tragic nature and adverse effects on mental health, are unparalleled opportunities to build better mental health systems for all people in need. This WHO publication shows how this was done in 10 diverse emergency-affected areas
Practical Guide on Trauma-Informed Approaches
The building damage assessment, conducted between March 2010 and February 2011 by the Government of Haiti and the United Nations system, showed that more than 400,000 buildings were damaged or destroyed, of which approximately 218,000 could be occupied without repairs (green category), 105,000 were ...damaged but could be repaired (yellow category), and 80,000 were severely damaged and remained uninhabitable (red category).
The destruction of buildings and infrastructure generated a huge amount of debris, estimated at 10 million cubic meters, blocking streets and land in affected areas. In the absence of a national debris management strategy, debris could, thus, be cleared and disposed of in an uncontrolled manner, hindering relief, recovery and reconstruction activities.
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In recent years Terre des Hommes Netherlands observed the steady rise of a new form of child sexual exploitation. One that is enabled and fuelled by rapid technological advances, increasing global connectivity, persisting poverty rates, and growing disparity in the global distribution of resources. ...Terre des Hommes Netherlands received alarming signals from collaborating project partners from the Philippines that new commercial child exploitation trades are evolving and spreading parallel to rising global Internet access rates and developments in communications technology.
Webcam child sex tourism is evidently growing, closely related to child prostitution, child trafficking and child abuse. What is not clear however, are the psychological and social consequences of this new phenomenon. To date, no research has been done on the psychosocial consequences of webcam sex for children. The aim of this research is therefore to gain more knowledge on the psychosocial consequences of webcam child sex tourism for children and to give insight into the antecedent factors that play a role.
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A MANUAL FOR WASH IMPLEMENTERS, BOTSWANA
Sightsavers | Department for International Development | The International Trachoma Initiative | Children Without Worms | WaterAid | WASH Advocates | Center for Global Safe Water, Emory University | CARE USA
The purpose of this ‘Facilitator Guidebook’ is to help the Course Coordinator deliver and document consistently high-quality CBDRR training courses.
- Module 1: Understanding the Basics: introduces the participants to the basics of CBDRR implementation of MRCS, general aspects of CBDRR in ...the context of Myanmar.
- Module 2: Implementing the Program: introduces the participants to the 9 CBDRR steps that are followed by MRCS when implementing community- and school-based programs and key points.
- Module 3: Ensuring Sustainability: introduces the participants to two aspects that are often forgotten when it comes to program implementation.
- Module 4: Being a Facilitator:introduces the participants to facilitation skills and some exercises are carried out that willhelp the participants to be a facilitator of the course themselves in the end.
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This manual is intended to enable WASH practitioners
who work in Mozambique to contribute to the
reduction of WASH-preventable NTDs.
For close to 15 years, the Monitor has tracked the impact of victim assistance on the lives of victims of landmines, cluster munitions,
and other explosive remnants of war (hereafter “mine/ERW victims”). Over this time, the international communi...ty has strengthened its resolve to promote the rights and address the needs of victims through programs and services that are accessible and adequate in quantity, quality, availability, and consistent with the high standards set by human rights as well as other international humanitarian law.
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National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention.
Division of Tuberculosis Elimination.
The State of the World’s Children 2013: Children with Disabilities examines the barriers – from inaccessible buildings to dismissive attitudes, from invisibility in official statistics to vicious discrimination – that deprive children with disabilities of their rights and keep them from partic...ipating fully in society. The report also lays out some of the key elements of inclusive societies that respect and protect the rights of all children, regardless of disability, and progress in helping all children to flourish and make their contribution to the world.
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Despite the increasing population of refugees stuck in protracted situations and our awareness of the vulnerability of children and adolescents growing in up these contexts, relatively little is known about community based child protection mechanisms (CBCPMs) in refugee communities. CBCPMs, defined ...broadly, include all groups or networks that respond to and prevent problems of child protection and vulnerable children. These mechanisms may include family supports, peer group supports, and community groups such as primary and secondary schools, non-formal education and vocational training structures, women’s groups, religious groups, and youth groups, as well as traditional community processes, government mechanisms, and mechanisms initiated by international or domestic non-governmental organisations (NGOs). In diverse contexts, CBCPMs represent front-line, day-to-day efforts to protect children from exploitation, abuse, violence, and neglect and to promote children’s well being. This study, together with a parallel study conducted among the urban refugee population in Uganda, is the first study of CBCPMs undertaken in refugee settings.
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The education sector forms an important part of the child protection response in refugee settings, and UNHCR’s Education Strategy (2012-16) reflects a focus on refugee education as a core component of UNHCR’s protection mandate. The right to education for all children also forms part of the Unit...ed Nations Convention on the Rights of the Child. UNHCR’s Education Strategy promotes the importance of schools as safe learning environments, emphasises improving access to quality education for refugee children and maximises the protective benefits of participation in school. It advocates for the integration of refugee children into national education systems.
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