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This report, published in conjunction with a summary overview of results of rounds 1–8, is the eighth and final report in a series of laboratory-based evaluations of rapid diagnostic tests (RDTs) for malaria. It provides a comparative measure of their performance in a standardized way to distingui
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sh between well and poorly performing tests.
These results constitute the laboratory evaluation component of the WHO prequalification process for malaria RDTs and inform the current WHO procurement recommendations. In round 8, 35 RDTs from 17 manufacturers were assessed. For the first time the evaluation included an assessment of product performance against a panel of P. falciparum parasites with pfhrp2/3 gene deletions and therefore not expressing HRP2.
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Strengthening of SDB teams through refresher trainings and regular simulation exercises/drills
Continue social mobilization and community engagement through mobile cinema and community awareness sessions
Procure and preposition additional PPE kits
This document has been developed to provide training and guidance on how to integrate a human rights approach in mental health and related areas, based on international human rights instruments, in particular the UN Convention on the Rights of Persons with Disabilities (CRPD).
Broken Links: Psychosocial support for people separated from family members (Training
module) and the corresponding Broken Links field guide are designed to support staff and
volunteers in a wide range of settings where they may be in contact with families who have
been separated from their loved
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ones. The field guide and the training module outline the
causes and consequences of being separated from family members, as well as the types of
contact staff and volunteers might have with families affected by separation.
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Positionen, Lernziele und methodische Empfehlungen.
Mit diesem Dokument soll die Diskussion um mögliche Konzepte zur Erweiterung der medizinischen Ausbildung um das disziplinübergreifende Fachgebiet Global Health anzuregen, bestehende fachliche Ressourcen unter diesem Dach zu vereinen und von stu
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dentischer Seite Beiträge für eine Aufwertung von Public Health, International Health sowie globalen sozialen Fragen in der medizinischen Ausbildung zu leisten.
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A Guidebook for Medical and Professional Schools, Second Edition.
This book represents a significant step to engage health professions schools in addressing global health challenges
Annals of Global Health,Vol.81,No.2, 239-247
At the 2008 inaugural meeting of the Consortium of Universities for Global Health (CUGH),participants discussed the rapid expansion of global health programs and the lack of standardized competencies and curricula to guide these programs. In 2013, CUGH a
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ppointed a Global Health Competency Subcommittee and charged this subcommittee with identifying broad global health core competencies applicable across disciplines
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Global Health. 2011 Apr 18;7:8. doi: 10.1186/1744-8603-7-8
Results: Currently, ‘new’health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term‘global health’. The lack of a common definition of this termcomplicates attempts
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to analyse global health in the field of education. The proposed GHE framework addresses these problems and presents a set of key characteristics of education in this field. The framework builds on the models of‘social determinants of health’and‘globalisation and health’and is oriented towards‘health for all’and‘health equity’. It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce. Ten indicators are deduced for use in monitoring and evaluation.
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This guide was developed by AACAP to give reliable information about medication
used to treat bipolar disorder in children and adolescents to parents whose children
have been diagnosed with the illness.
Curr Psychiatry Rep. 2011 Dec;13(6):493-9. doi: 10.1007/s11920-011-0229-8.
PLOS Medicine | www.plosmedicine.org
January 2013 | Volume 10 | Issue 1 | e1001371
Music therapy can help traumatized children and adults to stabilize and to create a safe space for the expression of feelings and thoughts. In a 1 day international symposium on Friday May 26, presenting lectures and workshops, we’ll highlight the way music therapy research, methods and technique
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s are applied to treating childhood trauma and sexual abuse, traumatized refugees, prisoners and victims of violence.
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Psychological first aid for schools: Field operations guide, 2nd Edition
Brymer M., Taylor M., Escudero P., Jacobs A., Kronenberg M., Macy R., Mock L., Payne L., Pynoos R., & Vogel J.
National Child Traumatic Stress Network (NCTSN) & National Center for PTSD
(2012)
C2
National Child Traumatic Stress Network National Center for PTSD | The field of school safety and emergency management has evolved significantly over the past decade. Tragically, acts of violence, natural disasters, and terrorist attacks have taught us many lessons. We also know that other types of
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emergencies can impact schools, including medical emergencies, transportation accidents, sports injuries, peer victimization, public health emergencies, and the sudden death of a member of the school community. We now recognize the need for school emergency management plans that are up-to-date and take an “all-hazards” approach with clear communication channels and procedures that effectively reunite parents and caregivers with students. We have also learned that preparing school administrators, teachers, and school partnering agencies before a critical event is crucial for effective response, the value of ongoing training and emergency exercises, and that having intervention models that address the public health, mental health, and psychosocial needs of students and staff is essential to a safe school environment and the resumption of learning.
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Post-traumatic stress disorder: NICE guideline
recommended
NICE guideline | This guideline covers recognising, assessing and treating post-traumatic stress disorder (PTSD) in children, young people and adults. It aims to improve quality of life by reducing symptoms of PTSD such as anxiety, sleep problems and difficulties with concentration. Recommendations
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also aim to raise awareness of the condition and improve coordination of care.
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Practice Parameter for the Assessment and Treatment of Children and Adolescents With Posttraumatic Stress Disorder
American Academy of Child and Adolescent Psychiatry (AACAP)
Journal of the American Academy of Child & Adolescent Psychiatry
(2010)
CC
This Practice Parameter reviews the evidence from research and clinical experience and highlights significant advances in the assessment and treatment of posttraumatic stress disorder since the previous Parameter was published in 1998. It highlights the importance of early identification of posttrau
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matic stress disorder, the importance of gathering information from parents and children, and the assessment and treatment of comorbid disorders. It presents evidence to support trauma-focused psychotherapy, medications, and a combination of interventions in a multimodal approach.
Journal of the American Academy of Children & Adolescents Psychiatry, Vol. 49 No. 4 APRIL 2010 pp.414-430
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Front. Hum. Neurosci., 25 September 2009 | https://doi.org/10.3389/neuro.09.026.2009
Open Journal of Psychiatry, 2014, 4, 390-395
Published Online October 2014 in SciRes. http://www.scirp.org/journal/ojpsych
http://dx.doi.org/10.4236/ojpsych.2014.44045
Our goal at Voices for Georgia’s Children is to help decision-makers craft and implement policies that ensure Georgia’s children grow up to be healthy, educated and productive citizens. To that end, we have developed a comprehensive policy agenda focused on early childhood, child health and disc
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onnected youth, which, if followed, can effectively prevent and offset some of the damaging experiences faced by our children. Many of our recommendations are aligned with those included in this policy brief.
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Unaccompanied and separated children leave their countries of origin for a variety of reasons. They may
be fleeing from persecution, armed conflict, exploitation or poverty. They may have been sent by members
of their family or decided to leave on their own – be it to ensure their survival, or t
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o obtain an education or
employment. They may have been separated from their family during flight or may be trying to join parents
or other family members. Or they may have become victims of trafficking. Often it is a combination of
factors.
more
Broken links Psychosocial support for people separated from family members: a field guide
recommended
The 40-page field guide outlines possible causes of separation, discusses the psychosocial impacts of being separated, such as how we experience loss, and provides guidelines on how to support those who have been separated from family members – including delivering difficult news to loved ones, ba
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sic helping skills, interviews, on-going support and referrals, and reunification. There is also a chapter on self-care for staff and volunteers. The materials provided here will need to be adapted to suit local contexts. The aim of this field guide is to build both confidence and skills in responding to disaster and crisis situations, and to raise awareness of the broader goals of the Movement’s work in supporting families separated from their loved ones
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