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Syria Crisis Common Context Analysis

Hugo Slim and Lorenzo Trombetta IASC Inter-Agency Standing Committee (2014)

Report commissioned by the IASC Inter-Agency Humanitarian Evaluations Steering Group as part of the Syria Coordinated Accountability and Lessons Learning Initiative

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Multi-Sector Initial Rapid Assessment Guidance, Revision July 2015

IASC Inter-Agency Standing Committee (2015)

The Multi-Cluster/Sector Initial Rapid Assessment (MIRA) is a joint needs assessment tool that can be used in sudden onset emergencies, including IASC System-Wide Level 3 Emergency Responses (L3 Responses).

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Reference Module for Cluster Coordination at the Country Level - Revised July 2015

IASC Inter-Agency Standing Committee (2015)

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Linking Disaster Risk Reduction (DRR) and Mental Health and Psychosocial Support (MHPSS) - Practical tools, approaches and case studies

World Health Organization (WHO) and InterAgency Standing Committee (IASC), Save the Children, et al. (2021) C_WHO

Technical Note Recently, the approach to hazardous events has undergone a considerable shift, away from reactive activities focused on managing and responding to events and towards a more proactive process of emergency and disaster risk management (DRM). The ultimate goal of this shift in focus is ... more

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A framework for mental health and psychosocial support in radiological and nuclear emergencies

World Health Organization (WHO) and InterAgency Standing Committee (IASC) (2020) C_WHO

The health impact of radiological and nuclear emergencies can last for decades. Lessons learned from past radiological and nuclear accidents have demonstrated that the mental health and psychosocial consequences can outweigh the direct physical health impacts of radiation exposure. International rad... more

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Guidelines for Addressing HIV in Humanitarian Settings

UNAIDS; IASC (Inter-Agency Standing Committee) (2010) C2

UNAIDS/10.03E / JC1767E (English original, March 2010) ISBN 978 92 9 173849 6

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Interim Guidance for COVID-19 prevention and control in schools
recommended

Bender L. Unicef, WHO, IASC (Inter-Agency Standing Commitee) (2020) C_UNICEF

The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important... more

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Habilidades Psicosociales Básicas
recommended

the Inter-Agency Standing Committee’s Mental Health and Psychosocial Support Reference Group (2020) C_WHO

Guía para personal de Primera Línea de Respuesta a la COVID-19. Esta Guía básica de habilidades psicosociales es un proyecto del Grupo de Referencia del Comité Permanente entre Organismos sobre Salud Mental y Apoyo Psicosocial en situaciones de emergencia (IASC MHPSS RG). El proyecto fue apo... more

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Health Cluster Guide

World Health Organization, IASC (2020) CC

A practical handbook. This Health Cluster Guide (2nd edition, 2020) provides practical advice on how WHO, Health Cluster Coordinators and partners can work together during a humanitarian crisis to achieve the aims of reducing avoidable mortality, morbidity and disability, and restoring the delivery ... more

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COVID-19 Recommended Interventions in Mental Health and Psychosocial Support (MHPSS) during the Pandemic
recommended

Pan American Health Organisation PAHO (2020) C_WHO

This document describes the essential interventions in mental health and psychosocial support (MHPSS) that should be developed on an intersectoral basis in countries and communities. Its frame of reference is the Inter-Agency Standing Committee (IASC) intervention pyramid for MHPSS services. The pyr... more

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Joint Operational Framework Health and Protection

Protection Cluster; UN High Commissioner for Refugees (2023) C1

Each humanitarian setting provides distinct opportunities and challenges for actors to coordinate and collaborate at strategic and operational levels. The Health and Protection Joint Operational Framework has been developed to ensure that the health and protection response during humanitarian emerge... more

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Global Humanitarian Response Plan COVID-19 April-December 2020 (Arabic)

Reliefweb; OCHA Services; UN Office for the Coordination of Humanitarian Affairs (2020) C2

Accessed: 27.04.2020 United Nations Coordinated Appeal, April - December 2020 At the time of writing, many priority countries are working on or just issuing their revised plans for the COVID-19 response. Funding requirements have not yet been estimated for a number of countries. For this reaso... more

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WFP: Inclusive Participation of Persons with Disabilities in Emergency Preparedness and Response Practice Guide (March 2024)

World Food Programme WFP (2024) CC

The World Food Programme (WFP) has taken important steps to progress disability inclusion across its programming and operations. In late 2022, WFP commissioned the Nossal Institute, University of Melbourne in partnership with the Faculty of Psychology, Universitas Gadjah Mada, Indonesia to identify ... more

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Basic Psychosocial Skills A Guide for COVID-19 Responders
recommended

Inter Agency Standing Committee (2020) CC

Basic psychosocial support skills are at the core of any Mental Health and PsychosocialSupport (MHPSS) intervention. Such skills are also indispensable for many others involvedin the COVID-19 response, whether they identify as an MHPSS provider or not. Thus, this guide is meant for all COVID-19 resp... more

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Compétences élémentaires dans le domaine psychosocial
recommended

nter-Agency Standing Committee IASC (2020) C1

Un guide de l’intervenant pour la COVID 19

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Preparedness: saves time, money and lives

Inter-Agency Standing Committee; World Food Programme (2011) C2

This document addresses preparedness as an important investment against natural and man-made disasters. Through good practices, it urges the humanitarian community, governments and regional bodies to use preparedness thinking to be aware of risks, to reduce them and to plan ahead to combat them in o... 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

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Minimum Standards for Education: Preparedness, Response, Recovery

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

The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals—children, youth and adults—have a right to education. There are... more

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Minimum Standards for Education: Preparedness, Response, Recovery (Available Languages)

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

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UN Women Humanitarian Strategy (2022–2025) In Brief

UN Women (2023) CC

This publication provides an overview of UN Women’s commitments to the humanitarian community guided by the “UN Women strategic plan 2022–2025”. It highlights areas where UN Women has a unique advantage in advancing gender equality and the empowerment of women and girls across the humanitari... more

Interim Guidance for COVID-19 prevention and control in schools recommended

Habilidades Psicosociales Básicas recommended

COVID-19 Recommended Interventions in Mental Health and Psychosocial Support (MHPSS) during the Pandemic recommended

Basic Psychosocial Skills A Guide for COVID-19 Responders recommended

Compétences élémentaires dans le domaine psychosocial recommended

Interim Guidance for COVID-19 prevention and control in schools
recommended

Habilidades Psicosociales Básicas
recommended

COVID-19 Recommended Interventions in Mental Health and Psychosocial Support (MHPSS) during the Pandemic
recommended

Basic Psychosocial Skills A Guide for COVID-19 Responders
recommended

Compétences élémentaires dans le domaine psychosocial
recommended