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People's charter for health

People's Health Movement People's Health Assembly (2012) C1

The People’s Charter for Health is a statement of the shared vision, goals, principles and calls for action that unite all the members of the PHM coalition. It is most widely endorsed consensus document on health since the Alma Ata Declaration Available in different languages

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Childhood trauma: Discussion and policy solutions

Voices for Georgia´s Children Voices for Georgia´s Children (2004) C1

Our goal at Voices for Georgia’s Children is to help decision-makers craft and implement policies that ensure Georgia’s children grow up to be healthy, educated and productive citizens. To that end, we have developed a comprehensive policy agenda focused on early childhood, child health and disc... more

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Adolescent HIV Care and Treatment: A Training Curriculum for Health Workers (Zambia) Trainer Manual

ICAP; CDC; University Teaching Hospital,; Ministry of Health, Zambia, et al. (2011) C1

A Training Curriculum for Multidisciplinary Healthcare Teams. This innovative training package aims to empower multidisciplinary health workers to have the confidence and skills to provide comprehensive, youth-friendly HIV services that support adolescents’ healthy development, psychosocial well b... more

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SILENT HARM: A report assessing the situation of repatriated children’s psycho-social health

UNICEF Kosovo in cooperation with Kosovo Health Foundation UNICEF (2012)

The principle of “the best interest of the child” should guide decisions by politicians whenever children are affected. This is one of the basic ideas in the UN Convention on the Rights of the Child. Decision makers should assess the consequences for children before taking action. Today, this... more

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Why So Young? The Social Context of Early Childbearing and Contraception among Young Women in Khulna, Bangladesh

MacQuarrie, K.L.; Qamrun Nahar; R. Khan and M. Sultana DHS; ISC; NIPORT Bangladesh (2016) C1

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Philippines: Trainer's Manual on the use of Adoloscent Job Guide

Department of Health (DOH), Republic of the Philippines (2016) C1

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Responding to children and adolescents who have been sexually abused
recommended

World Health Organization WHO (2017) C_WHO

WHO clinical guidelines. For the first time, WHO has published guidelines to help (primarily) front-line healthcare providers give high-quality, compassionate, and respectful care to children and adolescents (up to age 18) who have or may have experienced sexual abuse, including sexual assault or r... more

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Bangladesh Demographic and Health Survey 2014. Three Qualitative Studies

Ministry of Health Bangladesh; The DHS Program; ICF International, et al. (2016) C1

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Critical issue module 3 - Children with disabilities

ARC (2009) C1

ARC resource pack - Study material

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The 2014 Myanmar Population and Housing Census: Thematic report on the Older Population

The Republic of the Union of Myanmar (2017) C1

Census Report Volume 4-L
Myanmar’s 2014 Census enumerated 4.5 million people aged 60 and over and by 2050 Myanmar is projected to have 13 million people in this age group.
Myanmar’s population has aged between 1973 and 2014; while the total population increased at an annual rate of 1.... more

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Singing to the Lions. A Guide to Overcoming Fear and Violence in Our Lives
recommended

Brakarsh, J.; L. Steinitz Catholic Relief Services CRS (2018) CC

Singing to the Lions is a free training package (facilitator’s guide, supplement and video) by CRS, that is designed to help children and youth lessen the impact of violence and abuse in their lives. The main component is a three-day workshop where participants learn skills that can help them tran... more

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Levels and Trends in Child Mortality 2021

United Nations Inter-Agency Group for Child Mortality Estimation (UN IGME) (2021) C1

While the world was gripped by the unfolding COVID-19 pandemic in 2020, children continued to face the same crisis they have for decades: intolerably high mortality rates and vastly inequitable chances at life. In total, more than 5.0 million children under age 5, including 2.4 million newborns, alo... more

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Legislation and Policies for Inclusive Education. Webinar 3. Companion Technical Booklet

Lansdawn, G. UNICEF (2014)

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Technical Note on Education During the COVID-19 Pandemic

Inter-agency Network for Education in Emergencies (2020) CC

This is the first version of the INEE technical guideline to support education during the Covid-19 pandemic. It is a living document that will be regularly updated to meet the learning and well-being needs of children, adolescents, youth, teachers, caregivers and other education personnel affected b... more

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COVID-19 responses around the world: A teaching resource for ages 9-14

Oxfam (2021) C1

This resource will help learners to: discuss their thoughts and feelings about COVID-19 investigate some of the incredible ways in which people have been responding to this crisis understand the difference between information, disinformation and misinformation consider their own ... more

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Integrated Management of Newborn and Childhood Illness, Part 1 Blended Learning Module for the Health Extension Programme

HEAT, UNICEF, Open University, AMREF, WHO Ministry of Health, Federal Democratic Republic of Ethiopia (2011) C1

These Blended Learning Modules cover the full range of health promotion, disease prevention, basic management and essential treatment protocols to improve and protect the health of rural communities in Ethiopia. A strong focus is on enabling Ethiopia to meet the Millennium Development Goals to reduc... more

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Medical Ethics Manual

World Medical Association (2015) CC

Modern healthcare has given rise to extremely complex and multifaceted ethical dilemmas. All too often physicians are unprepared to manage these competently. This publication is specifically structured to reinforce and strengthen the ethical mindset and prac... more

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Standard Operating Procedures - Adherence Guidelines for HIV, TB and NCDs: Training Course for Health Care Workers - Faciliation Guide
recommended

National Department of Health, South Africa (2020) C1

The target audience for this training course is non-clinicians such as Home Based Carers, Community Caregivers, Youth Care Workers, Peer educators, Community Health Workers etc. primarily those who will be providing adherence counselling to clients with HIV, TB, Hypertension and Diabetes. This group... more

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Person-centred recovery planning for mental health and well-being: self-help tool: WHO QualityRights

World Health Organization WHO (2019) C_WHO

Ensuring mental health and well-being has become a worldwide imperative and an important target of the Sustainable Development Goals. But in all countries around the world, our response has been woefully insufficient, and we have made little progress to advance mental health as a fundamental human ... more

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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

Responding to children and adolescents who have been sexually abused recommended

Singing to the Lions. A Guide to Overcoming Fear and Violence in Our Lives recommended

Standard Operating Procedures - Adherence Guidelines for HIV, TB and NCDs: Training Course for Health Care Workers - Faciliation Guide recommended

Responding to children and adolescents who have been sexually abused
recommended

Singing to the Lions. A Guide to Overcoming Fear and Violence in Our Lives
recommended

Standard Operating Procedures - Adherence Guidelines for HIV, TB and NCDs: Training Course for Health Care Workers - Faciliation Guide
recommended