Sci Rep. 2016; 6: 25920. Published online 2016 May 16. doi: 10.1038/srep25920
Every five minutes a child dies as the result of violence, according to a ground-breaking report from Unicef UK. The report reveals that the vast majority of children are killed outside warzones and that physical, sexual and emotional abuse is widespread with millions of children unsafe in their hom...es, schools and communities. Some 345 children could die from violence each day in the next year, unless governments act.
The report also finds that:
(1) Children who are victims of violence have brain activity similar to soldiers exposed to combat;
(2) A third of children who are victims of violence are likely to develop long-lasting symptoms of post-traumatic stress disorder;
(3) Those living in poverty are more likely to be victims of violence, wherever they live in the world;
(4) Over 7% of child deaths due to violence each day are the result of interpersonal violence, rather than conflict.
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This s a systematic review of English language literature from 2000 to 2010 covering spiritual care in end of life care settings which includes spiritual assessment tools and ongoing intervention models.
Reference book specifying the principles of intervention for all food security activities, from initial assessment to programme implementation.
Journal of Virus Eradication 2018; 4 (Supplement 2): 33–39
This study explores the knowledge of primary school teachers in
identifying children with learning disabilities.
The global COVID-19 pandemic has led to unprecedented levels of disruption to education, impacting over 90% of the world’s student population: 1.54 billion children, including 743 million girls. School closures and the wider socio-economic impacts of COVID-19 on communities and society also disrup...t children’s and young people’s normal support systems, leaving them more vulnerable to illnesses and child protection risks such as physical and humiliating punishment, sexual and gender-based violence, child marriage, child labour, child trafficking and recruitment and use in armed conflict. Girls and other marginalised groups, particularly those in displaced settings, are particularly affected.
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This brief provides key considerations for engaging communities on COVID-19 and tips for how to engage where there are movement restrictions and physical distancing measures in place, particularly in low-resource settings.
April 2020
This Guidance Note offers a list of recommendations based on a combination of WHO guidelines, good practice and expert advice based on the latest scientific research. The situation with COVID-19 is evolving rapidly and the guidance will continue to be updated if and when new evidence o...r information becomes available.
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Integrating WASH and MHCP interventions will always require imagination and creativity to adapt the approach to specific conditions, opportunities and constraints in each context. The book is designed to stimulate reflection and encourage initiatives to seek opportunities for closer integration of t...hese two sectors. It provides examples and tools for integration, highlights possible obstacles and proposes strategies for overcoming them. It provides ideas, examples and resources that can be used at all stages of the project cycle. It is intended for readers at strategic and operational levels, in ACF country missions and at headquarters.
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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...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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