the aid library

LIST OPTIONS

Filter

5265

Sort by:

Direction:

Download (172)

View PDF (237)

Helping Traumatized Children Learn: A Report and Policy Agenda
recommended

Massachusetts Advocates for Children Sixth printing (2009) C1

"Helping Traumatized Children Learn is the result of an extraordinary collaboration among educators, parents, mental health professionals, community groups, and attorneys determined to help children experiencing the traumatic effects of exposure to family violence succeed in school."

Download (166)

View PDF (215)

Faire ce qui compte en période de stress
recommended

Organisation Mondiale de la Santé OMS (2020) C_WHO

Doing What Matters in Times of Stress: An Illustrated Guide is a stress management guide for coping with adversity. The guide aims to equip people with practical skills to help cope with stress. A few minutes each day are enough to practice the self-help techniques. The guide can be used alone or wi... more

Download (85)

View PDF (236)

Facilitator’s guide: communicating with health workers about COVID-19 vaccination

World Health Organization WHO (2021) C_WHO

This guide is designed to accompany the training module, Communicating with health workers about COVID-19 vaccination. It provides detailed explanations, resources and guidance to accompany the slides in the training module and support those implementing the training. It is intended for training fac... more

Download (123)

View PDF (166)

Remote Psychological First Aid during COVID-19 – May 2020

IFRC Reference Centre for Psychosocial Support IFRC Reference Centre for Psychosocial Support (2020) CC

Psychological first aid (PFA) is a method of helping people in distress so they feel calm and supported to cope better with their challenges. It is a way of assisting someone to manage their situation and make informed decisions. The basis of psychological first aid is caring about the person in dis... more

Download (118)

View PDF (234)

Helping young children who have experienced trauma: policies and strategies for early care and education

Jessica Dym Bartlett, Sheila Smith, Elizabeth Bringewatt Child Trends (2017) C1

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... more

Download (1000)

View PDF (1367)

Youth-Friendly Services - A Manual for Service Providers

EngenderHealth (2002)

All young people, including those with special needs and from the most vulnerable groups, have the right to quality health care services. Unfortunately, this right is not a reality, particularly in the case of sexual and reproductive health services. Many youth in need of sexual and reproductive hea... more

Download (42)

View PDF (42)

South American guidelines for cardiovascular disease prevention and rehabilitation

Herdy, A.H.; López-Jiménez, F.; Terzic, C.P. et al. Arquivos Brasileiros de Cardiologia (2014) CC

In this document, the Inter-American Committee of Cardiovascular Prevention and Rehabilitation, together with the South American Society of Cardiology, aimed to formulate strategies, measures, and actions for cardiovascular disease prevention and rehabilitation (CVDPR). In the context of the imple... more

Download (134)

View PDF (204)

Ready to Come Back: Teacher Preparedness Training Package
recommended

UN Children's Fund UNICEF (2020) C_UNICEF

The package provides practical, concise yet crucial information about the impact of COVID-19 on daily teaching practices as well as tips and suggestions to improve safety, well-being and learning, with students in face-to-face or remote settings. The package speaks directly to the teachers. It ca... more

Download (150)

View PDF (179)

An EAPC white paper on multi-disciplinary education for spiritual care in palliative care

Megan Best, Carlo Leget, Andrew Goodhead and Piret Paal BMC Palliative Care (2020) CC

The EAPC White Paper addresses the issue of spiritual care education for all palliative care professionals. It is to guide health care professionals involved in teaching or training of palliative care and spiritual care; stakeholders, leaders and decision makers responsible for training and educati... more

Download (183)

View PDF (180)

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

Download (190)

View PDF (176)

Supporting the routine use of evidence during the policy-making process: a WHO checklist

World Health Organisation (WHO) (2023) C_WHO

This checklist is for any organization or person supporting the routine use of evidence in the process of policy-making. Evidence-informed policy-making (EIPM) is essential for achieving the Sustainable Development Goals (SDGs) and universal health coverage (UHC). Its importance is emphasized in WH... more

Download (109)

View PDF (140)

WHO Information Series on School Health

World Health Organization (WHO); Unicef; Education International ; et al. World Health Organization (WHO); Unicef; Education International ; et al. (2004) C_WHO

Teachers' Exercise Book for HIV Prevention Document 6.1 This booklet contains all the participatory learning experiences that are included in the Training and Resource Manual on School Health and HIV and AIDS Prevention. It is to be given to all teachers who receive training as part of the EI/WH... more

Download (430)

View PDF (676)

Flood Disaster Risk Management - Hydrological Forecasts: Requirements and Best Practices (Training Module)

Vogelbacher, A. National Institute of Disaster Management (NIDM), Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) (2013) C1

This Case Study explores flood forecasting systems from the perspective of its position within the flood warning process. A method for classifying the different approaches taken in flood forecasting is introduced before the elements of a present-day flood forecasting system are discussed in detail. ... more

Download (56)

View PDF (51)

Task-shifting to improve asthma education for Malawian children: a qualitative analysis

Nkhalamba, L.; Rylance, S.; Muula, S. A. et al. Human Resources for Health (2021) CC

Background Asthma education, a key component of long-term asthma management, is challenging in resource-limited settings with shortages of clinical staff. Task-shifting educational roles to lay (non-clinical) staff is a potential solution. We conducted a randomised controlled trial of an enhanced a... more

Download (300)

View PDF (533)

Increasing uptake of HIV testing and counselling among men who have sex with men and transgender persons in Myanmar

USAID (2017) C1

Policy Brief, Updated in March 2017
Key messages
• The criminalisation of male-to-male sex heightens HIV and other sexually transmissible infection (STI) risks and vulnerabilities, and hinders access to HIV and STI services including HCT.
• Men who have sex with men (MSM) and tran... more

Download (214)

View PDF (206)

Safe consultations with survivors of violence against women and girls

UN Women (2022) C_WHO

One of the principles underpinning the delivery of all essential services and coordination of those services is the “survivor-centered approach”, which places the human rights, needs, and wishes of women and girl survivors at the centre of service delivery. A key challenge faced by many entit... more

Download (132)

View PDF (194)

Counselling for Caregivers Unit 9: Coping with Stress

Commonwealth of Learning (2021) CC

This unit is written so that you will have the opportunity to learn from mistakes.The unit will take you on a journey of personal stress management, one step at a time Each lesson covers a number of topics and provides various activities for you to complete. In Lesson 1, you will learn about what s... more

Download (56)

View PDF (152)

Важные навыки в периоды стресса: иллюстрированное пособие

World Health Organization WHO, Regional Office of Europe (2020) C_WHO

Пособие ВОЗ по управлению стрессом «Важные навыки в периоды стресса» предназначается для того, чтобы научить людей лучше справляться с неблагоприятными ситуация... more

Download (427)

View PDF (1047)

The Self Advocacy Tool Kit - For Mental Health Services Users

Christina Angela Ntulo CBM & Basic Needs UK in Uganda (BNUU) (2015) C2

First Edition~ This self advocacy toolkit for persons with mental, neurological and substance abuse disorders, developed by Basic Needs and CBM, is the end product of an action research intervention that tracked and documented processes for Self Advocacy in low resourced communities of Uganda. Th... more

Download (166)

View PDF (272)

Non-Suicidal Self-Injuri. First Aid Guidelines

Mental Health First Aid (2014) C2

Helping Traumatized Children Learn: A Report and Policy Agenda recommended

Faire ce qui compte en période de stress recommended

Ready to Come Back: Teacher Preparedness Training Package recommended

Helping Traumatized Children Learn: A Report and Policy Agenda
recommended

Faire ce qui compte en période de stress
recommended

Ready to Come Back: Teacher Preparedness Training Package
recommended