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Psychosocial Support and Social and Emotional Learning for Children and Youth in Emergency Settings
recommended
The purpose of this paper is to clarify relevant terminologies and approaches relating to psychosocial well-being and social and emotional learning (SEL) in education in crisis affected contexts, and to explore how psychosocial support (PSS) and social and emotional learning relate to one another.
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
...
Disability Inclusion | Published by Child Development & Rights and Sustainable Health on behalf of World Vision International.
The State of the World’s Children 2013: Children with Disabilities examines the barriers – from inaccessible buildings to dismissive attitudes, from invisibility in official statistics to viciou
...
Setting WHO directions
PART 2: The convention on the Rights of Persons with Disbilities, Chapter 15
UNICEF CHILD ALERT May 2018
As part of a UNICEF series highlighting the challenges faced by children in current crisis situations, this Child Alert examines the situation of children affected b ...
As part of a UNICEF series highlighting the challenges faced by children in current crisis situations, this Child Alert examines the situation of children affected b ...
CFCA PRACTICE RESOURCE – JUNE 2016 ~ CHILD FAMILY COMMUNITY AUSTRALIA┃INFORMATION EXCHANGE ~ This practice paper provides an overview of what we know from research about cognitive development in children who have experienced trauma, and provide
...
IK Notes No. 10 July 1999 | IK Notes reports periodically on Indigenous Knowledge (IK) initiatives in Sub-Saharan Africa. It is published by the Africa Region's Knowledge and Learning Center as part of an evolving IK partnership between the World Bank, communities, NGOs, development institutions and
...
This report aims to provide Syrian children with a platform to make their voices heard. Their stories highlight the urgent need to address the psychosocial well-being of children affected by the Syr
...
This document is designed to provide UNICEF staff and UNICEF partner staff with principles and concepts that can assist them to respond to the psychosocial needs of children in natural disasters and social emergencies such as armed conflict and othe
...
Listening to what children in crisis have to say is not only a moral and ethical responsibility for donor and humanitarian actors, it is also a humanitarian obligation. Children’s right to partici
...
Expanded IMPACT Program in Zimbabwe
Lea Toto and APHIAplus Nuru ya Bonde programs in Kenya Yekokeb Berhan Program for Highly Vulnerable Children in Ethiopia
Internally displaced children are twice invisible in global and national data. First, because internally displaced people (IDPs) of all ages are often unaccounted for. Second, because age-disaggregation of any kind of data is limited, and even more
...
Today, more children than ever before are displaced within their own countries. Their harrowing stories of displacement are unfolding every day, and with increasing frequency. At the end of 2019, approximately 45.7 million people were internally dis
...
