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Category
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Moving Towards Children as Partners in Child Protection in COVID-19 Guide

Columbia University, IFRC, Protection Cluster, et al. (2020) CC
From Participation to Partnerships (September 2020) Despite the COVID-19 challenges, children around the world have found meaningful ways to support and protect their peers, families, and communities. Children are on the frontlines of innovative re ... more
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Steps Framework for Adult Critical Care Nurses.

Critical Care Networks - National Nurse Leads (2015) C1
tep 1 Competencies have been designed to provide staff with the core skills required to care for a critically ill patient safely, whilst under supervision. It is expected that Step 1 competencies will be completed prior to commencing an academic critical care programme. Steps 2 & 3 Competencies hav ... more
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Schools for All Including disabled children in education

Save the Children (2002) C2
Experience from Save the Children and partners globally demonstrates that improvements in education quality go hand-in-hand with inclusion and access, Flexible, quality, responsive learning environments will benefit all children and are fundamental to including marginalised groups like disabled ... more
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Non-pharmacologic treatments for attention - deficit/hyperactivity disorder (ADHD)

M. Ferrin; E. Sonuga-Barke; D. Daley; et al. IACAPAP (2016) C2
Externalizing disorders Chapter 1.1
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Evidence-based resources for all students, nurses, and other healthcare professionals

Clinical Pocket Reference (2018) CC
Evidence-based resources for all students, nurses, and other healthcare professionals - Clinical Pocket Reference
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Humanitarian Action for Children 2021 - Central African Republic

UN Children's Fund UNICEF (2020) C_UNICEF
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Normal development infancy, childhood and adolescence

N. G. Guerra; A. A. Williamson; B. Lucas-Molina IACAPAP (2012) C2
Introduction Chapter A.2
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CBM's approach to Inclusive Education

Christian Blind Mission (CBM) (2015)
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Towards Inclusive Edcuation for Children with Disabilities: a guideline

United Nations Educational, Scientific and Cultural Organizations (UNESCO), Bangkok (2009) CC
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Let our Actions Count. South Africa's National Strategic Plan on HIV, TB and STIs 2017-2022. Summary

South African National AIDS Council (2017) C1
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School underachievement and specific learning difficulties

S. Nag; M. Snowling IACAPAP (2012) C2
Developmental disorders Chapter C.3
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ACAPS Briefing Note: Zimbabwe - Tropical Cyclone Idai - Update 1 (26 March 2018)

Assessment Capacities Project (2019) C1
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Lay counsellors guide - A Trainers Manual

Danish Cancer Society, universiteit Innsbruck, IFRC Reference Centre for Psychosocial Support, Danish Cancer Society, War Trauma Foundation (2013)
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Rehabilitation Interventions for Children With Cerebral Palsy: A Systematic Review

Abhaskhanian, A.; V. Rashedi; A. Delpak, et al. (2015) CC
J Pediatr Rev 2015, vol.3 (1) e361
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Teaching the Sustainable Development Goals

Engagement Global (2017) C1
Teaching the Sustainable Development Goals” provides information about the SDGs, their background, the global reality and offers assistance and suggestions on how to teach and support learning for sustainable development.
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Let our Actions Count. Reflections on NSP 2012-2016 and moving forward to NSP 2017-2022

South African National AIDS Council (2017) C1
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Let our Actions Count. South Africa's National Strategic Plan on HIV, TB and STIs 2017-2022.
recommended

South African National AIDS Council, et al. (2017) C1
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Children uprooted in a changing climate

UN Children's Fund UNICEF (2021) C_UNICEF
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Children with Disabilities in South Africa: A Situation Analysis: 2001-2011

DSD, DWCPD and UNICEF (2012)