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Caring For Children

Werner; W.; C. Thuman and J.Maxwell Hesperian (2013) CC

Chapter 21 from "Where there is no doctor"

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Where There Is No Doctor. New Chapters
recommended

Hesperian Foundation (2016) C1

Advance chapters from the new edition

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National Guidelines in the Management of Retinoblastoma

Indian Council of Medical Research (ICMR) (2010) C1

These Guidelines are intended to provide knowledge to the treating ophthalmologists, pediatricians, ocular oncologists, pediatric oncologists, and general physicians to arrive at an early diagnosis of retinoblastoma in the settings of district hospital, in private clinics and hospitals. The guidelin... 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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Young Children with Special Needs - Training for early childhood caregivers and teachers

Catholic Relief Services (CRS) & Hilton Foundation (2016) C1

MODULE 5 RESOURCE GUIDE | This guide is part of a series of manuals that focuses on six topics in Early Childhood Development (ECD): different programming approaches, basic concepts, assessments, early childhood environments, children with special needs and child protection, and the health, safety a... more

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Busra Es-Sham City – Panoramic Report

Assistance Coordination Unit (2018) CC

The Information Management Unit of the Assistance Coordination Unit issued a Panoramic Report on Busra Esh-Sham City located in Dar’a Governorate. The report reflects the living conditions in the city during November and December 2017. The report covers in analysis several sections: Active Civilia... more

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Taking Control. What you can do to manage your problems better

The Community Care For People With Schizophrenia In India (COPSI) Study (2015) CC

Flip Charts to COPSI Manual

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Information Sheet for People with Schizophrenia

The Community Care For People With Schizophrenia In India (COPSI) Study (2015) CC

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Situation Analysis of Children with Disabilities in Myanmar

UNICEF Myanmar (2016)

The study analyses the current situation of children with disabilities in relation to realizing their rights and accessing basic services, as well as their life experiences in their communities. It also focuses on identifying the barriers created by society that prevent children with disabilities fr... more

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The Barefoot Guide 5: Mission Inclusion - Stories and practices of building a world where all belong

The Barefoot Guide Connection (2017) C1

From 2011 until 2016, a multi-actor programme was run in five countries to improve the life chances and living conditions of people experiencing exclusion and marginalisation of various kinds. This programme worked with local leaders, organisations and movements as well as various institutions and a... more

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Intervention Healing communities by strengthening social capital: a Narrative Theatre approach - Training facilitators and community workers

Yvonne Sliep War Trauma Foundation (2009)

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The Sphere Handbook. Humanitarian Charter and Minimum Standards in Humanitarian Response. New Edition
recommended

Sphere (2018) C1

Humanitarian Charter and Minimum Standards in Humanitarian Response. The 2018 Sphere Handbook builds on the latest developments and learning in the humanitarian sector. Among the improvements of the new edition, readers will find a stronger focus on the role of local authorities and communities as ... more

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The impact of the COVID-19 pandemic on Syrians: An Analysis by Syrian civil society

Half of Syria (2020) C2

A comprehensive briefing by Half of Syria April 2020 A comprehensive briefing on the critical challenges of the COVID-19 pandemic to Syrians, as reported by Syrian civil society organisations. These challenges have been collated following extensive interviews with the teams of member and partner... more

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COVID-19 Parenting - Parenting in crowded homes and communities

UNICEF; WHO; et al. (2020) C_WHO

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National Implementation Guidelines for HIV and STI Programming Among Young Key Populations

NASCOP (National AIDS & STI Control Programme), Kenya (2018) CC

These guidelines were developed as part of Kenya's fast-track plan to end AIDS among adolescents and young people. Based on research into adolescent and young key populations in Kenya and elsewhere, they outline a package of HIV prevention services, and emphasize the need to combine biobehavioural i... more

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The Resistant Mosquito: Staying Ahead of the Game in the Fight against Malaria

University of Basel, Swiss TPH Future Learn (2022) CC

Discover approaches and advances in our fight against the malaria mosquito using Insecticide Resistance Management (IRM). On this three-week course, you’ll examine the rise of insecticide resistant mosquitoes and the resultant need for a new approach in the world’s fight against malaria transmi... more

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Core competencies in disaster nursing: Competencies for nurses involved in emergency medical teams (Level 3)

International Council of nurses (2022) C1

Over the last decade, there have been numerous disasters and major emergencies that have profoundly impacted the lives of millions of people worldwide. To support these crises, national and international emergency medical teams (EMTs) are often deployed to assist disaster affected populations. EMTs ... more

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Safe consultations with survivors of violence against women and girls

UN Women (2022) C_WHO

One of the principles underpinning the delivery of all essential services and coordination of those services is the “survivor-centered approach”, which places the human rights, needs, and wishes of women and girl survivors at the centre of service delivery. A key challenge faced by many entit... more

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“We know about schistosomiasis but we know nothing about FGS”

Mazigo, H.; Sanson, A.; Lambert, V.; et al. (2021) CC

A qualitative assessment of knowledge gaps about female genital schistosomiasis among communities living in Schistosoma haematobium endemic districts of Zanzibar and Northwestern Tanzania. PloS Neglected Tropical Diseases September 30, 2021 https://doi.org/10.1371/journal.pntd.0009789 Schistosoma... 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

Where There Is No Doctor. New Chapters recommended

The Sphere Handbook. Humanitarian Charter and Minimum Standards in Humanitarian Response. New Edition recommended

Where There Is No Doctor. New Chapters
recommended

The Sphere Handbook. Humanitarian Charter and Minimum Standards in Humanitarian Response. New Edition
recommended