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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 ... more

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Ending Child Marriage: Child Marriage Laws ad Their Limitations

Wodon, Q., Tavares, P., Fiala, O., Nestour, A. & Wise, L. Save the Children and The World Bank (2017) C1

Child marriage is defined as a formal or informal union before the age of 18. The practice affects mostly girls. While child marriage is especially prevalent in low and lower-middle income countries, it is also observed in other countries. It endangers the life trajectories of girls in multiple ways... more

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SUMMARY OF FREE ASSESSMENT MEASURES

Center for School Mental Health (CSMH) (2014) C2

The CSMH compiled a list of assessment measures that are in the public domain (free of charge) and available online for clinicians. Below are the recommended measures can be used in school mental health programs to help assess symptoms of clinical disorders (e.g. depression, anxiety, ADHD) an in som... more

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Integrating Early Childhood Development (ECD) activities into Nutrition Programmes in Emergencies. Why, What and How

UNICEF, WHO (2012) C_WHO

This document is written for local and international staff running nutrition programmes in emergencies, and for local, regional and national authorities and donors involved in such programmes. The note explains why nutrition programmes need to include early childhood development (ECD) activities t... more

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Sangath

(2019) CC

Sangath is a non-governmental, not-for-profit organisation committed to improving health across the life span by empowering existing community resources to provide appropriate physical, psychological and social therapies. Its primary focus areas include child development, adolescent and youth health... more

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Management of epilepsy in women of child bearing age

World Health Organization (2012) C_WHO

Q11: 11a). In women with epilepsy, should antiepileptic therapy be prescribed as monotherapy or polytherapy to decrease the risk of fetal malformations? 11b). Does the use of folic acid preconceptually decrease the risk of foetal malformations in women with epilepsy? 11c). Do phenytoin, phenobarbi... more

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Standards for improving the quality of care for children and young adolescents in health facilities

World Health Organization WHO (2018) C_WHO

These standards for the quality of paediatric care in health facilities form part of normative guidance for improving the quality of maternal, newborn, child and adolescent health care. In view of the importance of the continuum of both the life-course and service delivery (1), these standards bu... more

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Improving access to care for children with mental disorders: A global perspective

V. Patel; C. Kieling; P. K. Maulik; G. Divan Europe PMC Funders Group (2013) C2

Europe PMC Funders Group Author Manuscript Arch Dis Child. Author manuscript; available in PMC 2013 November 01. Published in final edited form as: Arch Dis Child. 2013 May ; 98(5): 323–327. doi:10.1136/archdischild-2012-302079.

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Caring for children and adolescents with mental disorders

World Health Organization WHO (2003) C_WHO

Setting WHO directions

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COVID-19 Resource and Information Guide

National Alliance on Mental Illness (2020) C1

NAMI HelpLine Contents I’m having a lot of anxiety because of the coronavirus. Please help. I’m quarantined or working from home – lonely and isolated even further – what can I do? I don’t have health insurance or a regular doctor – how can I get care? What if I’m quarantin... more

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Discrimination and Barriers Facing Women and Girls with Disabilities in Afghanistan

Human Rights Watch (2020) C2

Afghanistan has one of the largest populations per capita of persons with disabilities in the world. At least one in five Afghan households includes an adult or child with a serious physical, sensory, intellectual, or psychosocial disability. More than 40 years of war have left more than one million... more

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Assessment of Fetal Alcohol Spectrum Disorders

Pan American Health Organisation PAHO (2020) C_WHO

Fetal alcohol spectrum disorders (FASD) represent a range of physical, mental, and behavioral disabilities caused by alcohol use during pregnancy, or prenatal alcohol exposure (PAE). FASDs are considered to be one of the leading preventable causes of developmental disability. Despite its high preval... more

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Healthy Nutrition and Physical Activity Guide for Parents and Caregivers of Children Aged 6-10 (in Russian) (2020)

World Health Organization WHO, Regional Office of Europe (2020) CC

To help parents keep their children healthy and fit, WHO has developed the Child Nutrition and Physical Activity Guide. In addition to parents, the guide may prove to be a useful tool for other adults (such as grandparents or caregivers) working with primary school-aged children. The Child Nutrit... more

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Actions for Heroes, A Guide for heart-to-heart chats
recommended

Inter-Agency Standing Committee IASC; World Health Organization (WHO); UNICEF; et al. (2021) C_WHO

The Actions for Heroes Guide is developed by the Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings (IASC MHPSS RG) to accompany reading the children’s storybook My Hero is You, How kids can fight COVID-19! Available in English, French, ... more

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My hero is you - How kids can fight COVID-19
recommended

Inter-Agency Standing Committee IASC; World Health Organization (WHO); UNICEF; et al. (2020) C_WHO

A new story book that aims to help children understand and come to terms with COVID-19 has been produced With the help of a fantasy creature, Ario, “My Hero is You, How kids can fight COVID-19!” explains how children can protect themselves, their families and friends from coronavirus and how to... more

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My hero is you 2021- How kids can hope with COVID-19
recommended

Inter-Agency Standing Committee IASC; World Health Organization (WHO); UNICEF; et al. (2021) C_WHO

The story-book, a sequel to the immensely successful ‘My Hero is You: How kids can fight COVID-19!’, is being released in the second year of the COVID-19 pandemic. The new story, aimed primarily at children aged 6-11 years, sees the return of Ario, a fantasy creature who travels the world helpin... more

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Керівництво mhGAP: для ведення психічних, неврологічних розладів і розладів, пов'язаних зі вживанням психоактивних речовин, у неспеціалізованих закладах охорони здоров'я
recommended

Tarun Dua, Nicolas Clark, Neerja Chowdhary et al. World Health Organisation (WHO) (2016) C_WHO

mhGAP Intervention Guide Mental Health Gap Action Programme Version 2.0 for mental, neurological and substance use disorders in non-specialized health settings The key updates include: content update in various sections based on new evidence; design changes for enhanced usability; a streamlined and... more

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Orientaciones para la atención de personas en tratamiento por salud mental en APS COVID-19

Ministerio de Salud Chile (2022) C2

Accessed on 17.05.2022

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Estrategia de residencias sanitarias

Ministerio de Salud Chile (2020) C2

Documento incluye recomendaciones para personas con necesidades de manejo terapéutico asociados a consumo problemático de alcohol y otras drogas, problemas o enfermedades de salud mental, discapacidad psíquica, o en condiciones de exclusión social extrema, sin posibilidad de cumplir aislamiento ... 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

Actions for Heroes, A Guide for heart-to-heart chats recommended

My hero is you - How kids can fight COVID-19 recommended

My hero is you 2021- How kids can hope with COVID-19 recommended

Actions for Heroes, A Guide for heart-to-heart chats
recommended

My hero is you - How kids can fight COVID-19
recommended

My hero is you 2021- How kids can hope with COVID-19
recommended