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Provides policymakers and other stakeholders with an overview of intimate partner violence (IPV) and its relationship to child trauma, as well as policy-relevant and child trauma-focused recommendations to assist them in their response to intimate partner violence.
Strengthening supply chains to meet the growing demand for family planning will require systems diagnostics, supply chain redesign or adjustments, strategically located storage and distribution systems, adequate staffing and training, and better information about inventory and financing.
In 2015, WHO proposed the use of the Robson classification (also known as the 10-group classification) as a global standard for assessing, monitoring and comparing caesarean section rates both within healthcare facilities and between them. The system classifies all women into one of 10 categories t
...
hat are mutually exclusive and, as a set, totally comprehensive. The categories are based on 5 basic obstetric characteristics that are routinely collected in all maternities (parity, number of foetuses, previous caesarean section, onset of labour, gestational age, and fetal presentation).
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17 ways to end FGM/C: Lessons from the field
NFPA-UNICEF Joint Programme on Female Genital Mutilation Cutting (FGM
(2017)
A.2 Нормальное развитие младенческий, детский и подростковый возраст
Nancy G Guerra, Ariel A Williamson, Beatriz Lucas-Molina
International Association for Child and Adolescent Psychiatry and Allied Professions
(2017)
C1
Эта глава начинается с обзора ключевых принципов развития, или тем, включая такие , как: природа или воспитание, продолжительность стадий развития и их эластичност
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, критические и чувствительные периоды, а также роль культуры и контекста. После этой краткой вступительной главы будут рассмотрены зависящие от возраста этапы когнитивного, лингвистического социально-эмоционального и поведенческого развития от младенческого возраста, и до подросткового. Несмотря на то, что понимание этапов нормального физического развития также важно, эти вопросы обычно хорошо освещаются в медицинских публикациях и в данной главе не освещаются.
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Що таке травма та Посттравматичний стресовий розлад? (ПТСР)? Які події називають травматичними і чи завжди зіткнення з ними призводить до психічних розладів?
Textbooks for Sustainable Development - A guide to embedding
United Nations Educational, Scientific and Cultural Organization Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCO MGIEP)
(2017)
This valuable and timely guidebook represents an innovative contribution to enhancing quality education through textbooks. It will change the way textbook authors, publishers and educators, as well as governments of the United Nations Member States, see the poten
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tial of educational media at a time of growing violent extremism, changing notions of national identity, increasingly globalized and diverse communities, and environmental destruction. The need for education that promotes peace, social justice and global citizenship has become more urgent in a world of greater uncertainty. This guidebook builds on the momentum of Agenda 2030, providing a toolkit to enable textbook authors to place ESD at the core of their subjects in ways that are at once practical for them and interesting and relevant to the students.
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Students' Toolkit: Social accountability in medical schools
The International Federation of Medical Students’ Associations (IFMSA); Training for Health Equity Network (THEnet)
(2017)
C2
This toolkit aims to provide you with a brief introduction of what SA and its core principles are, and how you as a student can apply several of the existing tools for your own school to really make a difference.
French, Spanish and Arabic Version available: https://ifmsa.org/social-acc
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ountability/
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A quick assessment sheet, which would allow to know the Social Accountability score of your medical school or medical students’ association. This assessment tool is part of the IFMSA/THEnet Students’ Toolkit on Social Accountability in Medical Schools. Find the full toolkit, the explanatory tabl
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es, and a list of tools at www.ifmsa.org/social-accountability.
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Students’ Toolkit on Social Accountability in Medical Schools - Trainer’s handout
nternational Federation of Medical Students’ Associations (IFMSA); Training for Health Equity Network (THEnet)
(2017)
C1
Below you can find a sampleoutline of a training that you couldadapt to your time frameand audience on Social Accountability in Medical Schools.The completesample trainingwould last around3hours. The suggested number of participants is 20.The accompanying slides are in a separate Powerpoint document
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.This handout is part of the IFMSA/THEnet Students' Toolkit on Social Accountability in Medical Schools. Find the full toolkit and list of tools, including the slidesat www.ifmsa.org/social-accountability.
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A Review of Existing Policy Frameworks.
Report III Conversations on Planetary Health
Die Globalisierung erleichtert den Export von Medikamenten, Medizingeräten und anderen Waren oder Dienstleistungen; gleichzeitig wächst die weltweite Mobilität der Menschen. Die Integration von Migrant*innen in die Gesundheits- und Sozialsysteme stellt alle Länder vor große Herausforderungen. D
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eutschland hat in jüngster Zeit viele Menschen aus anderen Ländern aufgenommen und kann auf Fortschritte bei ihrer Versorgung verweisen.
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Fact Sheet: Bessere Medikamente zu bezahlbaren Preisen
Deutsche Plattform für Globale Gesundheit
(2017)
C2
Überall auf der Welt mangelt es an qualifiziertem Gesundheitspersonal. Nach Berechnungen der Weltgesundheitsorganisation (WHO) fehlen derzeit weltweit über 17 Millionen Gesundheitsfachkräfte, davon 2,6 Millionen Ärzt*innen sowie 9 Millionen Krankenpfleger*innen und Hebammen. Die WHO errechnet di
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ese Zahlen an Hand des aus den Nachhaltigkeitszielen (SDGs) abgeleiteten Mindestbedarfs von 44,5 Gesundheitsfachkräften (Ärzt*innen, Pflegekräfte und Hebammen) pro 10.000
Menschen
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Overview
Learning objectives
• Promote respect and dignity for people with depression.
• Recognize common symptoms of depression.
• Know the assessment principles of depression.
• Know the management principles of depression.
• Perform an assessment for depression.
• Use effective
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communication skills in interactions with people with depression.
• Assess and manage physical health conditions as well as depression.
• Assess and manage emergency presentations of depression (see Module: Self-harm/
suicide).
• Provide psychosocial interventions for people with depression and their carers.
• Deliver pharmacological interventions as needed and appropriate, considering special
populations.
• Plan and perform follow-up for depression.
• Refer to specialists and link with outside services where appropriate and available.
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NSW Disaster Mental Health Handbook 1
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.
NSW Disaster Mental Health Handbook 4
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.
