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Problem and pro-social behavior among Nigerian children with intellectual disability: the implication for developing policy for school based mental health programs

Bakare, M.O., Ubochi, V.N., Ebigbo, P.O. and Orovwigho, A.O. Italian Journal of Pediatrics (2010) CC

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Best practice guidelines for mental health promotion programs: Refugees

Centre for Addiction and Mental Health (CAMH); Dalla Lana School of Public Health, University of Toronto; Toronto Public Health (2012) C1

This resource is the third in a series of online guides for promoting positive mental health across the lifespan. This resource provides health and social service providers (“practitioners”) with current evidence-based approaches in the application of mental health promotion concepts and princip... more

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School-based interventions in reducing deaths from suicide and suicide attempts among young people

mhGAP; World Health Organization (2015) C_WHO

(New 2015) Scoping question: In school students aged 14-‐‑15 years, are school-‐‑based interventions effective in reducing deaths from suicide and suicide attempts compared to care-‐‑as-‐‑usual?

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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

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Child Community Mental Health Services in Asia Pacific and Singapore’s REACH Model

Choon Guan Lim, Hannah Loh, Vidhya Renjan, Jason Tan and Daniel Fung Brain Sciences (2017) CC

In recent decades, there have been concerted efforts to improve mental health services for youths alongside the challenges of rising healthcare costs and increasing demand for mental health needs. One important phenomenon is the shift from traditional clinic-based care to community based mental heal... more

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The Manas Programm Doctor's Manual

Manashanti Sudhar Shodh Sangath; London School of Hygiene & Tropical Medicine (2011) CC

A Program To Improve The Care For Patients With Common Mental Disorders In Primary Health Care. The essence of the MANAS model is to shift mental health care from mental health specialists to primarycare doctors and lay HCs (someone similar to other more widely available... more

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Noncommunicable diseases risk behaviours among youth in the South-East Asia Region: findings from GSHS and GYTS

World Health Organization (WHO), Regional Office for South-East-Asia (2016) C_WHO

The publication conveys the quantitative surveillance results focusing on tobacco use and noncommunicable disease (NCD) related behaviours among youth (13–15 years) in Member States of the WHO South-East Asia Region, namely, the Global School-based Student Health Survey (GSHS) and the Global Youth... more

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Community based Mental health and Psychosocial support in humanitarian settings: Three-tiered support for children and families (Field test)

UN Children's Fund UNICEF (2018) CC

The CB MHPSS operational guidelines were developed in response to emerging evidence on the determinants of children’s resilience, lessons learned from the evaluation of existing approaches, and the unique challenges that today’s crises pose for children’s safety, wellbeing and optimal developm... more

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Community-Based Mental Health: A Training Guide for Community Providers

International Federation of Red Cross and Red Crescent Societies IFRC (2023) CC

Mental health problems are common and cause great suffering to individuals and communities around the world. They have a significant impact not only on the physical and mental health of those affected but also on their families and the communities they live in. At the same time, all communities have... more

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Hospital-based mental health services: promoting person-centred and rights-based approaches

World Health Organization WHO (2021) C_WHO

The WHO Guidance on community mental health services: Promoting person-centred and rights-based approaches document is part of the WHO Guidance and technical packages on community mental health services set of publications. It provides a detailed description of person-centred and human rights-based ... more

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Global School - based Student Health Survey Namibia 2004 Fact Sheet

Ministry of Health and Social Services (MOHSS) (2004) C_WHO

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Psychological interventions implementation manual: Integrating evidence-based psychological interventions into existing services

World Health Organization WHO (2024) C_WHO

Evidence-based psychological interventions are an important part of health, social, protection and education services and can help increase access to effective mental health treatments and progression towards universal health coverage. This manual provides managers and others responsible for plan... more

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Community outreach mental health services: promoting person-centred and rights-based approaches

World Health Organization WHO (2021) C_WHO

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Peer support mental health services: promoting person-centred and rights-based approaches

World Health Organization WHO (2021) C_WHO

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Manual on community-based mental health and psychosocial support in emergencies and displacement

International Organization for Migration IOM (2020) C1

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Evidence-based Practice in Child and Adolescent Mental Health

J. Hamilton; F. Çuhadaroğlu-Çetin IACAPAP (2012) C2

Introduction Chapter A.6

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Mental Health Work at Work, in Schools, Prevention of Depression and Suicide

European Union EU (2017) CC

Good Practices in Mental Health & Well-being

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General and Broadly Based Interventions for Mental Health Consequences of Disasters NSW Health A

NSW Health and University of Western Sydney (2017) CC

NSW Health Disaster Mental Health, handbook 3 The Disaster Mental Health Manual and associated handbooks are intended as a resource for mental health staff who are seeking background information and practical guidance and resources to assist in a disaster mental health response.

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Women´s Mental Health: An evidence based review

WHO WHO (2000) C_WHO

This document adopts a health determinants framework for examining the evidence related to women’s poor mental health. From this perspective, public policy including economic policy, socio-cultural and environmental factors, community and social support, stressors and life events, personal behavio... more

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Promoting Wellbeing and Mental Health in Schools

Pan American Health Organization (PAHO) (2023) C_WHO

This Handbook is primarily for educators, to help them learn about mental health issues and better support them in educational environments. The Handbook aims to provide training to teachers, administrators, and people involved in the education of primary school children about the implementation of ... more