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Publication Years
649
1727
279
17
3
1
Category
1004
329
160
130
107
49
11
1
Toolboxes
201
196
183
181
136
118
92
72
69
66
60
54
49
45
35
35
30
27
27
23
16
14
9
9
7
6
2
EVALUATION REPORT | This evaluation is the first comprehensive global exercise to examine UNICEF’s programme response in protecting children in emergencies. Its purpose is to strengthen child protection programming by assessing performance in recent years and to draw lessons and recommendations th
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at will influence ongoing and future programmes. It is expected that the findings of the evaluation will inform the roll-out of the Strategic Plan 2014-2017. The evaluation design includes country case studies analysing outcomes for children against the medium term strategic plan (MTSP, 2006-2013), the CCCs and selected evaluation questions. Twelve countries provided data for the analysis, four as case studies with country visits and standalone reports (Colombia, Democratic Republic of the Congo [DRC], Pakistan and South Sudan) and a further eight countries as desk studies (Afghanistan, Haiti, Myanmar, Philippines, Somalia, Sri Lanka, State of Palestine and Sudan). Four of the countries (Haiti, Myanmar, Pakistan and the Philippines) are disaster-affected and sudden-onset contexts while the remainder are primarily contexts of protracted conflict that include sudden-onset upsurges in violence.
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EVALUATION REPORT. This report is a synthesis of the evaluation of UNICEF's response to the 2004 Indian Ocean tsunami in Indonesia that was undertaken in August 2008 to July 2009. The evaluation assessed UNICEF's response in four sectors where it had major involvement: child protection; basic educat
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ion; water, sanitation and hygiene; and child and maternal health and nutrition.
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Network HPN Paper: The role of education in protecting children in conflict
Susan Nicolai and Carl Triplehorn
Humanitarian Practice Network (HPN); Overseas Development Institute (ODI)
(2003)
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Education in emergencies is a young area; the evidence of its impact is often anecdotal, and although its status as a humanitarian concern has gained legitimacy in recent years, it has yet to be accepted across the humanitarian community. Much more needs to be done to enhance our understanding of t
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he links between education and child protection in emergency situations.
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DIAGNOSING PTSD IN CHILDHOOD | The following literature review addresses the developmental and domain-specific consequences of previous and current diagnostic criteria for posttraumatic stress disorder (PTSD) in pre-adolescent children. PTSD was introduced in 1980 to capture extreme responses follow
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ing a traumatic event. I analyze the evolution of the disorder’s diagnostic criteria toward a more developmentally conscious structure. I also examine instances in which these criteria lack developmental consistency: (1) preschool PTSD is the only diagnostic subtype despite the fact that childhood development also differentiates traumatic expressions in older children from adolescents and adults; and (2) many of the PTSD epidemiological data that have been reanalyzed under the most recent (DSM-5) typology only refer to adolescent and adult samples although many researchers have
demonstrated that developmental alterations to DSM-IV and DSM-IV-TR criteria produce significantly higher prevalence rates in children.
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Accessed January 22, 2019.
This updated version include important research that has added to our knowledge about effective treatments for
child and adolescent depression. Its goal is to help parents and families make informed decisions about getting the best care for a child with depression. For
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easy use, it is presented in Frequently Asked Questions (FAQ) format.
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WHAT MATTERS? Humanitarian Feedback Bulletin on Rohingya Response Issue 19 × Wednesday, February 06, 2019
International Organization for Migration, Internews Network, BBC Media Action, Translators without Borders
International Organization for Migration, Internews Network, BBC Media Action, Translators without Borders
(2019)
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Source: 1,981 listener groups, engaging 9,281 individuals, conducted by IOM,
Bangladesh Betar and ACF from August to November 2018. This feedback was
collected from camps 1, 2, 10, 11, 15, 16, 19, 22, 23, 24 and 25. Listener groups included
an even spread of men, women, adults and children and ar
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ound 10% of participants
were particularly vulnerable (pregnant women, lactating mothers, older people and
people with disabilities). In addition, focus group discussions were conducted in camp
24 to explore these issues in more depth.
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Global Health Education Competencies Tool-Kit
Astle. B.; C.A.Faerron-Guzman; A. Landry, et al.
Consortium for Universities for Global Health
(2018)
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2nd edition.
The tool kit provides learning objects and curricular content to support the competencies for those proficiency/trainee levels
Mental Health Information
In this report, we describe early childhood trauma and its effects, offer promising strategies for ECE programs and systems to help young children who have experienced trauma, and present recommendations for state policymakers and other stakeholders looking to support trauma-informed ECE for this vu
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lnerable group.
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Psychosoziale Arbeit und psychosoziale Ansätze haben in den letzten 10 Jahren in der internationalen Zusammenarbeit (IZ) immer stärkere Verbreitung gefunden. Es gibt heute kein Krisen- und Konfliktgebiet mehr, wo nicht auch über Trauma und über die emotionale Verfasstheit der Opfer gesprochen wi
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rd. Gerade im Zusammenhang mit der Anerkennung der Notwendigkeit genderbewusste Konflikttransformationsprozesse in der Projektarbeit zu unterstützen, sind psychosoziale Konzepte und Methoden immer wichtiger geworden. Dennoch ist bei vielen MitarbeiterInnen der IZ nach wie vor wenig bekannt, was mit psychosozial eigentlich gemeint ist. Während die Literatur über Trauma umfangreich, aber unübersichtlich und widersprüchlich ist, fehlt es nach wie vor an knappen und auf die IZ bezogenen Einführungen in die psychosoziale Thematik.
Die Arbeitshilfe kann über die Webseite http://www.deza.admin.ch/de/Home/Themen/Konfliktprävention_Transformati... in englischer, spanischer, französischer und russischer Sprache heruntergeladen werden. Die Arbeitshilfe kann in deutscher Sprache über den unten angegebenen link heruntergeladen werden.
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Module: Disorders due to substance abuse mhGAP
recommended
Accessed: 21.03.2019
mhGAP Training Manual for the mhGAP Intervention Guide for mental, neurological and substance use disorders in non-specialized health settings – version 2.0 (for field testing)
Nearly half the population of Sierra Leone is under the age of 18 years and the impact of the Ebola crisis on their lives now and on their future opportunities has been far-reaching: no school; loss of family members and friends to the virus; and changing roles and responsibilities in the home and t
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he community.
While the priority now remains meeting the goal of zero cases, the Government of Sierra Leone (GoSL) is also developing a comprehensive strategy aimed at supporting communities to recover from this crisis, to put the country back on track to meet development targets. The Ebola Recovery Strategy – currently being finalised by the GoSL – represents a potentially transformative framework to support the immediate recovery of children from the crisis and to ensure their place in the future development of Sierra Leone.
To date, there has not been a formal process for children to outline their own priorities for recovery to decision-makers. In mid-March 2015, child-centred agencies conducted a Children’s Ebola Recovery Assessment (CERA) in nine districts across Sierra Leone to create a mechanism for more than 1,100 boys and girls, to discuss issues of concern; assess the impact of the crisis on their roles, responsibilities and future opportunities; and to formulate their recommendations for recovery.
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Practice Parameter on Disaster Preparedness
Pfefferbaum, B., Shaw, J.A. & American Academy of Child and Adolescent Psychiatry (AACAP) Committee on Quality Issues (CQI)
American Academy of Child and Adolescent Psychiatry (AACAP)
(2013)
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AACAP OFFICIAL ACTION | This Practice Parameter identifies best approaches to the assessment and management of children and adolescents across all phases of a disaster. Delivered within a disaster system of care, many interventions are appropriate for implementation in the weeks and months after a d
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isaster. These include psychological first aid, family outreach, psychoeducation, social support, screening, and anxiety reduction techniques. The clinician should assess and monitor risk and protective factors across all phases of a disaster. Schools are a natural site for conducting assessments and delivering services to children. Multimodal approaches using social support, psychoeducation, and cognitive behavioral techniques have the strongest evidence base. Psychopharmacologic interventions are not generally used but may be necessary as an adjunct to other interventions for children with severe reactions or coexisting psychiatric conditions
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A practical and reflective guide for teachers .
This guide is packed with practical tools and advice for teachers wanting to embed global citizenship in their classrooms. Learn how to effectively bring a global lens into your teaching with our handy planning framework, participation methods, and to
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ols to assess learning.
Develop your teaching practice with both innovative and tried-and-tested approaches. Help your learners ask questions, make connections, and take action as active global citizens
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An output of a series of workshops on psychosocial support held in 2004-2005 by the Bernard van Leer Foundation and the Coalition on Children Affected by AIDS. Authors Linda Richter, Geoff Foster and Lorraine Sherr discuss the issues surrounding psychosocial care and support for children made vulner
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able by the HIV/AIDS pandemic and make recommendations for future priorities and programming directions. Includes the ""Call To Action"" for Toronto 2006.
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White Paper from the National Child Traumatic Stress Network Refugee Trauma Task Force
Around the world, approximately 1 in 45 children are on the move – nearly 50 million boys and girls that have migrated across borders or been forcibly displaced within their own countries.1 Climate-related events
and their impacts are already contributing significantly to these staggering numbers
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,with 14.7 million people facing new internal displacement as a result of weather-related disasters in 2015 alone. The annual average
since 2008 is higher still, at 21.5 million, equivalent to almost 2,500 people being displaced every single day.2
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Prioritise education in conflict-affected areas:
Across the world 28 million1 primary school-age children living in conflict-affected countries are
out-of-school, and they form half of the world’s total out-of-school population. During conflict,
infrastructure assets such as schools are damaged
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or completely destroyed during fighting. Children
may choose to stay away from school due to their and their family’s safety fears in the midst of
conflict, or the need to supplement their family’s income amidst conflict-related financial loss.
Children who are internally displaced by conflict face a particularly challenging task accessing
education due to the specific conditions created by their displacement, such as loss of livelihoods
making school fees hard to find, and discrimination from host communities. Children caught in
conflict are being deprived of their right to education2 and denied the opportunity to benefit from the
protective and life-sustaining mechanisms of education.
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Social Determinants of Health Discussion Paper 1 (Debates). This paper was prepared for the launch of the Commission on Social Determinants of Health (CSDH) by its secretariat based at WHO in Geneva. It was discussed by the Commissioners and then revised considering their input.
Atlas - Multiple Sclerosis resources in the world
World Health Organization; Multiple Sclerosis international federation
(2008)
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