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Inter-agency Guiding Principles on unaccompanied and separated children

ICRC, UNHCR, Wolrd Vision Save the Children UK, IRC, Unicef (2004) C1

Action on behalf of unaccompanied and separated children should be guided by principles enshrined in international standards. The validity of these principles has been confirmed by experience and lessons learnt from conflicts and natural disasters in recent years. The objective of the present public... 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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Acute and chronic reactions to trauma in children and adolescents

Bui, B., Ohye, B., Palitz, S., et al. IACAPAP (2014) C2

Anxiety Disorders Chapter F.4

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Bipolar in children and adolescents

R. S. Diler; B. Birmaher IACAPAP (2012) C2

Mood disorders Chapter E.2

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Antidepressants (Tricyclic Antidepressants, Selective Serotonin Reuptake Inhibitors) in children 6-12 years of age with depressive episode/disorder

World Health Organization (2012) C_WHO

Q10: Are antidepressants (Tricyclic antidepressants (TCA), Selective serotonin reuptake inhibitors (SSRIs)) effective and safe in children 6-12 years of age with depressive episode/disorder?

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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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The clinical examination of children, adolescents and their families

T. Lempp; D.de Lange; D. Radeloff; C. Bachmann IACAPAP (2012) C2

Introduction Chapter A.5

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Principles in using psychotropic medication in children and adolescents

B. Vitiello IACAPAP (2012) C2

Introduction Chapter A.7

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Depression in children and adolescents

J. M. Rey; T. T. Bella-Awusah; J. Liu IACAPAP (2015) C2

Mood disorders Chapter E.1 2015 edition

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Anxiety disorders in children and adolescents - Nature, development, treatment and prevention

R. M. Rapee IACAPAP (2018) C2

Anxiety disorders Chapter F.1 2018 edition

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Using antipsychotic medication for the treatment of schizophrenia in children and adolescents

M. Ferrin; H. Gosney; A. Marconi; J. M. Rey IACAPAP (2016) C2

Other disorders Chapter H.5.1

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Sleep disorders in children and adolescents - A practical guide

S. Cortese; A. Ivanenko; U. Ramtekkar; et al. IACAPAP (2014) C2

Psychiatry and Pediatrics Chapter I.4

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Where There Is No Child Psychiatrist - A Mental Healthcare Manual
recommended

Valsamma Eapen, Philip Graham & Shoba Srinath The Royal College of Psychiatrists (2012) C2

This manual is a guide to the assessment and management of children and adolescents with developmental, behavioural and emotional problems. It has been written mainly for primary care professionals, especially primary care physicians and nurses, working in lowand middle-income countries.

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ARTs Based Therapy for Survivors of Trauma and Abuse in Government and NGO-Run Children's Home for Girls in Delhi

Save the Children (2016) C1

This article identifies the three core defining characteristics of healing environments for children and young people who have been exposed to chronic adversity and trauma. A large body of evidence highlights the pervasive and devastating developmental impacts of such exposure but there is also emer... more

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Emerging Minds Network

Emerging Minds (2020) CC

The Emerging Minds Network is committed to reducing the prevalence of mental health problems experienced by children and young people. As part of that, we hope to promote wellbeing through sharing positive practice and information. We hope to build a bank of community resources from and for our netw... more

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Evaluation of Child Friendly Spaces - An inter-agency series of impact evaluations in humanitarian emergencies (Research report)

UNICEF (2015) CC

Child friendly spaces (CFS) have become a widely used approach to protect and provide psychosocial support to children in emergencies. However, little evidence documents their outcomes and impacts. There is widespread commitment among humanitarian agencies to strengthen the evidence base of pr... more

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Act now for children: How a global pandemic is changing the lives of children in Middle East and Eastern Europe region

World Vision (2020) CC

New research explores the stress children in World Vision programmes in the Middle East and Eastern Europe region are under due to COVID-19. In addition to their fear that they themselves or their loved ones will catch the disease, children worry about economic hardships, the loss of their education... more

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COVID-19 rapid guideline: managing the long-term effects of COVID-19

NICE (2021) CC

This guideline covers identifying, assessing and managing the long-term effects of COVID-19, often described as ‘long COVID’. It makes recommendations about care in all healthcare settings for adults, children and young people who have new or ongoing symptoms 4 weeks or more after the start of a... more

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Recomendaciones sobre salud mental para la población de niños, niñas y adolescentes a un año del inicio de la pandemia por covid-19. ACTUALIZACIÓN 2021

Direccion Nacional de salud mental y adicciones del Ministerio de Salud Ministerio de Salud Argentina (2021) CC

Mental health recommendations for the child and adolescent population one year after the start of the covid-19 pandemic. UPDATE 2021

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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

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

Where There Is No Child Psychiatrist - A Mental Healthcare Manual recommended

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

Where There Is No Child Psychiatrist - A Mental Healthcare Manual
recommended