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Infant Feeding in Emergencies Module 2
recommended

ENN; IBFAN-GIFA, Fondation Terre des hommes, et al. ENN (2007)

for health and nutrition workers in emergency situations for training, practice and reference

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Field Action Guide for Psychosocial Assessment of Children and Families in Emergencies

Regional Emergency Psychosocial Support Network & UNICEF EAPRO (2005)

This field action guide focuses on the first psychosocial assessment to be conducted just after a calamity strikes or just after a major event in an ongoing armed conflict. While it is necessary to update that initial assessment as the emergency situation evolves through the different phases of reco... more

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Knowledge, Attitude And Practice Surveys In Child Protection

The Child Protection Initiative, Save the Children (2013) C2

A step-by-step guide for child protection programmes to the design and implementation of KAP survey methods. In particular, this guide will help to strengthen the quality of our research, monitoring and evaluation work, and enable Save the Children to contribute to a step-change in the child protect... more

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Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings
recommended

Inter-Agency Network for Education in Emergencies (2016) C2

The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another.

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Disaster Recovery Guidance Series - Communication during Disaster Recovery

World Bank, GFDRR (2019) C1

This Guide provides practical guidance for governments regarding how to effectively communicate with communities during the recovery phase following an emergency. It explains how to identify communication needs, and presents “best fit” communication methods and strategies to deploy to support Di... more

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SGBV response, risk mitigation and prevention in humanitarian crises: A synthesis of findings from evaluations of UNHCR operations 2019

UN High Commissioner for Refugees UNHCR (2019) C1

The synthesis looked across the evaluations and reviews as mentioned above to draw lessons and conclusions across the different contexts. The synthesis aims to identify: recurrent issues, patterns and trends, and promising initiatives and lessons learned from existing programming including main... more

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Managing Sexual Violence against Aid Workers: prevention, preparedness, response and aftercare

European Interagency Security Forum (2019) C1

Managing Sexual Violence against Aid Workers aims to support aid agencies in preventing, being prepared for and responding to incidents of sexual violence against their staff. It is intended as a good practice guide to help strengthen existing processes and support organisations as they set up their... more

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The impact of mental health and psychosocial support programmes for populations affected by humanitarian emergencies: A systematic review protocol

Bangpan, M; F. Lambert; A. Chiumento; K. Dickson Oxfam (2016) CC

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Evaluating Humanitarian Action Guide
recommended

John Cosgrave and Margie Buchanan-Smith ALNAP (2016) C1

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Facilitator’s Guide for Inter-sector Response Options Analysis & Planning (Final version)

Danish Refugee Council, UN Office for the Coordination of Humanitarian Affairs, Mercy Corps, Save the Children, Cash Learning Partnership (2019) C1

The Facilitator's Guide has been piloted in Borno (Nigeria) and in Fafan zone (Somali region, Ethiopia) and improved iteratively after each test. What does the ROAP have that you won't find in other methodologies? It is based on holistic, people-centred approaches that span across sectors an... more

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Gender in Emergencies: Useful Field Base Learning/Practice Gender Mainstreaming Tool

Environmentally Sustainable Development supported by World Bank (2007)

The toolkit comprises ready-to-use material designed expressly for World Bank task managers working in the water and sanitation sector. It presents a range of tools for gender analysis and practical “how-to” strategies collected from program and project experience around the world. It is one of ... more

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INEE Minimum Standards Handbooks

Inter-Agency Network for Education in Emergencies (2010) CC

This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regar... more

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Managing Sexual Violence against Aid Workers: prevention, preparedness, response and aftercare. Summary Brief

European Interagency Security Forum (2019) C1

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Undernutrition: Lessons From Niger

Manuel Sanchez-Montero and Núria Salse Ubach ACF International Network and Tripode (2011)

Harmonising proven strategies beyond the emergency phase. Zero Hunger Phase 2

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Handbook on Psychosocial Assessment of Children and Communities in Emergencies
recommended

Regional Emergency Psychosocial Support Network & UNICEF EAPRO (2005) C2

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Addressing the Needs of the Most Vulnerable Communities through Identification and Selection of at-risk Project Sites

Myanmar Red Cross Society (2011) C1

CBDRR Practice. Case Studies 1
No publication year indicated.

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Bridge Builders: Strengthening the role of local faith actors in humanitarian response in South Sudan

Islamic Relief; Joint Learning Initiative on Faith & Local Communities; RedR UK and Tearfund (2020) CC

This report outlines and analyses the implementation of the Bridge Builder Model. This is a two-way, capacity-sharing model aimed at bringing together local faith actors (LFAs) and international humanitarian actors to increase understanding, trust, coordination and collaboration.

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Conflict Sensitivity & Public Health Emergencies: Practical Programming Adaptation During COVID-19 and Beyond

CDA Collaborative Learning Projects (2020) C1

Conflict, in its active or latent forms, is everywhere. The COVID-19 pandemic has demonstrated that public health emergencies can strike any country at any time. Given the universality of and interconnections between conflict, humanitarian crises, and public health emergencies, practitioners trained... more

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COVID-19 Risk Communications and Community Engagement (RCCE) and the Humanitarian System: Briefing Pack

Inter-Agency Standing Committee IASC (2020) C1

This briefing pack serves this purpose by sharing RCCE/humanitarian coordination experience from country level, feedback from global consultations and addressing frequently asked questions. In parallel, the RCCE Core Group has been working to revise the RCCE Collective Service Strategy. Where possib... more

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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

Infant Feeding in Emergencies Module 2 recommended

Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings recommended

Evaluating Humanitarian Action Guide recommended

Handbook on Psychosocial Assessment of Children and Communities in Emergencies recommended

Infant Feeding in Emergencies Module 2
recommended

Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings
recommended

Evaluating Humanitarian Action Guide
recommended

Handbook on Psychosocial Assessment of Children and Communities in Emergencies
recommended