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This toolkit has been developed by the ZAZI campaign for use by peer educators, community outreach workers, faith-based organisations, and traditional health practitioners to help facilitate partici
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patory discussions on sexual and reproductive health with women aged between 20 and 49 years of age. The toolkit is divided in 10 content sections
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Introduction
Chapter A.3
Diagnostic profiles and predictors of treatment outcome among children and adolescents attending a national psychiatric hospital in Botswana
A. A. Olashore; B. Frank‐Hatitchki: O. Ogunwobi
BioMed Central; Child and Adolescent Psychiatry and Mental Health
(2017)
CC
Olashore et al.
Child Adolesc Psychiatry Ment Health (2017) 11:8 DOI 10.1186/s13034-017-0144-9
This booklet presents key messages for action, summarized from a set of
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This Guide responds to requests from practitioners and country teams who have learned about the Nurturing care framework and want to understand how
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This comprehensive analysis outlines the recommended mental health services in HIV
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ementation strategies with real-world examples
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WHO published and launched the third part of the Wheelchair Service Training Package (WSTP) series consisting of two sub-packages: the Wheelchair Service Training Package for Managers (WSTPm)
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Training manual
The Manual for Participants is primarily meant for the participants of a 3 and a half day training course in Emergency Triage, Assessment
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and Treatment.
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14–22 April 2015
The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs schools and their capability to empower
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the children. The data material has been collected through eight qualitative interviews, and observations at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.
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