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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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Safe & sound: What states can do to ensure respect for the best interests of unaccompanied and separated children in Europe

UNHCRIOM UNICEF (2014)

Unaccompanied and separated children leave their countries of origin for a variety of reasons. They may be fleeing from persecution, armed conflict, exploitation or poverty. They may have been sent by members of their family or decided to leave on their own – be it to ensure their survival, or t... more

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The Child PTSD Symptom Scale (CPSS) – Part I

American Academy of Child and Adolescent Psychiatry (AACAP) (2019) C2

PTSD Rating Scales: Two rating scales can be used by clinicians to help identify children's or adolescents' exposure to child abuse, interpersonal violence and other traumatic events, to identify PTSD symptoms, and to monitor symptoms. These are the UCLA PTSD Reaction Index (RI) and the Child PTSD S... more

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Psychosocial Issues for Children and Adolescents in Disasters

Speier, A.H. DHHS Publication (2005) CC

This manual provides information and guidance for individuals concerned with the mental health needs of children who experience major disasters. This background, training, and experience will vary and may include health and mental health professionals, professional and paraprofessional social servic... more

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MAKING IT HAPPEN: Examples of good practice in SPECIAL NEEDS EDUCATION & COMMUNITY-BASED PROGRAMMES

United Nations Educational, Scientific and Cultural Organization (UNESCO) (1993)

This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte)... more

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Handbook for a School-based Risk Reduction Initiative

International Federation of Red Cross and Red Crescent Societies (IFRC) (2015) C1

This handbook presents basic content and tips for implementing a school-based risk reduction programme. It is organised into five modules: its importance; approach and process; activities to benefit children up to five years old; activities for students aged 5–17; and activities for young people a... more

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Ebola: A Poem for the Living - Video

Chocolate Moose Media; United Methodist Communications (2014)

This video animation was created for use in West Africa to help dispel myths about how Ebola is spread, and to prevent infection and further spreading of the disease. The story is based around a teenage boy on a hospital cot in Liberia, who speaks to his parents, brother and sister warning them abou... more

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Video: Is your child sick?/JE, MTOTO WAKO NI MGONJWA?

Medical Aid Films (2015) C1

JE, MTOTO WAKO NI MGONJWA? MUDA MREFU FILAMU - KUHARISHA, NYUMONIA, MALARIA This film is the full length version of the Is Your Child Sick? videos on pneumonia, diarrhoea and malaria. The film is aimed at community health workers, parents and communities to teach them the important signs and symp... more

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Geographical distribution of areas with a high prevalence of HTLV-1 infection

European Centre for Disease Prevention and Control (ECDC) (2015) C1

ECDC Technical Report
In line with ECDC’s recommendations provided in the ’Risk Assessment of HTLV-1/2 transmission by tissue/cell transplantation’ dated 14 March 2012, this Directive replaces the term ‘incidence’ with ‘prevalence’ in the description of endemic areas of HTLV-1/2 i... more

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Let's communicate: a handbook for people working with children with communication difficulties

World Health Organization WHO (1997) C_WHO

This manual is intended for mid-level rehabilitation workers on work with children with communication difficulties and their families. The manual contains information on general aspects of communication, causes of communication impairment, sample assessments, and advice for parents and those involve... more

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Le comportement sexuel des adolescents à Bangui (RCA)

Frédéric Kobelembi, F.; Ministère de la Lutte contre le VIHSIDA, Bangui, RCA (2012) C1

African Population Studies, Etude de la population africaine vol. 20 n° 2 La sexualité des adolescents est devenue un sujet de préoccupation de santé publique, avec l’extension du SIDA au cours de ces dernières années, particulièrement en milieu urbain. Quels sont les déterminants des pr... more

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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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The Autism Play Guide

Muddy Smiles (2020) CC

This guide outlines key social and play skills that can develop differently in children with Autism Spectrum Disorder (ASD). It includes an extensive list of practical play ideas and activities which are appropriate for ASD. These are designed to be accessible and easy for families to try, and they ... more

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Go Viral!

University of Cambridge’s Social Decision-Making Lab in collaboration with media agency DROG and the UK Cabinet Office, World Health Organization WHO (2021) C_WHO

GO VIRAL! helps protect you against COVID-19 misinformation. You’ll learn about some of the most common ways false and misleading information about the virus are spread. Understanding these tricks allows you to resist them the next time you come across them online. Scientists who worked with us on... more

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My Hero is You 2021, Storybook for Children on 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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HEDI - digitale Unterstützung rund um die Schwangerschaft

GWG Gesellschaft für Wirtschaftsförderung und Stadtentwicklung Göttingen mbH (2022) CC2

Mehr als 160 Artikel und über 300 Kontakte in Südniedersachsen: HEDI verbindet Informationen mit Ansprechpersonen in deiner Nähe. Sicher informiert durch die Schwangerschaft Mehrsprachig und leicht verständlich. HEDI bietet informative, multimediale Inhalte, die zusammen mit Expert*innen erarbe... more

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Ребенок и его освобождение от тени большого, большого страха

Stein, S. (2017) C2

Ребенок и его освобождение от тени большого, большого страха Книга с картинками по помощи после травматических переживаний для родителей и детей, переживших войн�... more

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Trauma - was tun? Ukrainian Version

Dreiner, M. Unfallkasse Berlin (2022) C2

Щоби Ви більше не відчували себе такими безпорадними Інформація для всіх, хто працює з травмованими дітьми та молоддю Damit Sie sich nicht mehr so hilflos fühlen müssen Informationen für alle, ... more

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Kangaroo mother care: a transformative innovation in health care

World Health Organisation (WHO) (2023) C_WHO

This document puts forward the joint position and vision of an expert, global, multistakeholder working group on implementing Kangaroo Mother Care (KMC) for all preterm or low birth weight (LBW) infants as the foundation for small and/or sick newborn care within maternal, newborn, and child health p... 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

My Hero is You 2021, Storybook for Children on COVID-19 recommended

My Hero is You 2021, Storybook for Children on COVID-19
recommended