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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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Principles in using psychotropic medication in children and adolescents

B. Vitiello IACAPAP (2012) C2
Introduction Chapter A.7
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Anxiety disorders in children and adolescents - Nature, development, treatment and prevention

R. M. Rapee IACAPAP (2018) C2
Anxiety disorders Chapter F.1 2018 edition
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Borderline personality disorder in adolescents

L. Cailhol; L. Gicquel; J. - P. Raynaud IACAPAP (2015) C2
Other Chapter H.4 2015 edition
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Uso de fármacos antipsicóticos en el tratamiento de la esquizofrenia en niños y adolescentes

Ferrin, M.; H. Gosney; A. Marconi; J. M. Rey IACAPAP (2017) C2
Otros trastornos Capítulo H.5.1 Edición: Matías Irarrázaval & Andres Martin Traductores: Fernanda Prieto-Tagle & Iván Olle Llopis
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Psychological First Aid: Module 3 – Children

The International Federation of Red Cross and Red Crescent Societies IFRC (2018) C2
t aims to enable participants to: know more about children’s reactions to distress know what psychological first aid for children is and what it is not understand the three action principles of ‘Look, Listen and Link’ in relation to children have practised providing PFA t ... more
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Tanzania: HIV Care and Treatment Plan 2003-2008

The William J. Clinton Foundation Ministry of Health, Tanzania (2003) C1
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Adolescent alcohol-related behaviours: trends and inequalities in the WHO European Region, 2002–2014

J. Inchley; D.Currie; A. Vieno; et al. World Health Organization (Europe); HBSC (2018) C_WHO
Observations from the Health Behaviour in School-aged Children (HBSC) WHO collaborative cross-national study
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Hospice palliative care association of South Africa clinical guidelines
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Hospice Palliative Care Association of SOUTH AFRICA (2012) C1
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Formulary of Narcotic Drugs and Psychotropic Substances for Ethiopia

Drug Administration and Control Authority (DACA) of Ethiopia (2004) C1
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SLNA Information Handbook for new and current members

SLNA (Sierra Leone Nurses Association) (2017)
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Standards for improving the quality of care for children and young adolescents in health facilities

World Health Organization WHO (2018) C_WHO
These standards for the quality of paediatric care in health facilities form part of normative guidance for improving the quality of maternal, newborn, child and adolescent health care. In view of the importance of the continuum of both the life-course and service delivery (1), these standards bu ... more
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Clinical models for child and adolescent behavioral, emotional and social problems

T. M. Achenbach; D. M. Ndetei IACAPAP (2012) C2
Introduction Chapter A.3
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The clinical examination of children, adolescents and their families

T. Lempp; D.de Lange; D. Radeloff; C. Bachmann IACAPAP (2012) C2
Introduction Chapter A.5
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Obsessive compulsive disorder in children and adolescents

P. Gomes de Alvarenga; R. S. Mastrorosa; M. Conceição do Rosário IACAPAP (2012) C2
Anxiety disorders Chapter F.3
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Community-based rehabilitation: CBR guidelines - Supplementary booklet

Kamala Achu, Kathy Al Jubah, Svein Brodtkorb, WHO (2010) C_WHO
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek http://www.who.int/disabilities/cbr/guidelines/en/
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Syllabus on diploma in community based rehabilitation (D-CBR) - India

Rehabilitation Council of India, Ministry of Social Justice and Empowerment (2007) C2
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Innovation in deinstitutionalization: a WHO expert survey

World Health Organization WHO (2014) C_WHO
Based on the survey, five principles for deinstitutionalization were identified: community-based services must be in place; the health workforce must be committed to change; political support at the highest and broadest levels is crucial; timing is key; and additional financial resources are needed. ... more
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Adolescent HIV Care and Treatment: A Training Curriculum for Health Workers (Zambia) Participant Manual

ICAP, et al. (2011) C1
The curriculum, which complements the national pediatric ART training, was finalized in 2011 and was subsequently implemented nationally. The training curriculum includes a 15-module Trainer Manual, a Participant Manual, and accompanying PowerPoint slides.