BioMed Central DOI 10.1186/s12963-016-0096-y
Funded by CBM: www.cbm.org
Unaccompanied and separated children leave their countries of origin for a variety of reasons. They may
be fleeing from persecution, armed conflict, exploitation or poverty. They may have been sent... by members
of their family or decided to leave on their own – be it to ensure their survival, or to obtain an education or
employment. They may have been separated from their family during flight or may be trying to join parents
or other family members. Or they may have become victims of trafficking. Often it is a combination of
factors.
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Action on behalf of unaccompanied and separated children should be guided by principles enshrined in international standards. The validity of these principles has been confirmed by experience ...class="attribute-to-highlight medbox">and lessons learnt from conflicts and natural disasters in recent years. The objective of the present publication is to outline the guiding principles which form the basis for action in this regard.
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The report presents successful case studies from around the world, including the implementation of minimum protection standards for refugee children in Germany, cross border child protection systems in West Africa, ...t medbox">and finding alternatives to the detention of migrant children in Zambia. Other countries featured in the report include Afghanistan, Italy, Jordan, Lebanon, South Sudan, Vietnam, Uganda and the U.S. Each of the initiatives can be replicated in different contexts and inform child-focused actions and policy change at national, regional and global levels to be agreed in the framework of the Compact.
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23 Dec 2020. The aim of this document is to provide an update on the knowledge surrounding the role of children in the transmission of SARS-CoV-2 and the role of schools in the COVID-19 pandemic, ba...sed on the experience in the EU from August–December, 2020. This document also addresses transmission to and from staff in school settings, school-related mitigation measures including risk communication, testing, contact tracing and the efficacy of partial and full school closures. This document draws upon and updates evidence presented in the previous report from ECDC on this topic, which was published on August 6, 2020
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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, ap...proximately 45.7 million people were internally displaced by conflict and violence (Fig. 1.1). Nearly half – 19 million – were estimated to be children. And millions more are displaced every year by natural disasters.
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(New 2015)
Scoping question: Within the context of mental health and developmental assessment of children and youth, what are the effective stra...tegies for detecting maltreatment?
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Census Report Volume 4-K
The results of the 2014 Census collected only relates to four of the six types of disability domains recommended by the Washington Group on Disability Statistics, name...ly: seeing, hearing, walking, and remembering or concentrating.
Out of a total of 50.3 million persons enumerated in the 2014 Census, there were 2.3 million persons (4.6 per cent of the total population) who reported some degree of difficulty with either one or more of the four functional domains. Of this number, over half a million (representing over 1 per cent of the population as a whole) reported having a lot of difficulty or could not do one or more of the four activities at all (referred to as severe disability). Among those with the severest degree of disability, 55 thousand were blind, 43 thousand were deaf, 99 thousand could not walk at all and 90 thousand did not have the capability to remember or concentrate.
The Census shows that disability is predominantly an old age phenomenon with its prevalence remaining low up to a certain age, after which rates increase substantially.
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Miscellaneous
Chapter J.4
The World Food Programme (WFP) has taken important steps to progress disability inclusion across its programming and operations. In late 2022, WFP commissioned the Nossal Institute, University of Me...lbourne in partnership with the Faculty of Psychology, Universitas Gadjah Mada, Indonesia to identify pathways for increasing disability inclusion in WFP’s emergency preparedness and response (EPR) programming.
The study explored WFP’s programming in Indonesia and the Philippines, including WFP’s advisory, technical assistance and service provision roles to government and partners and informed the development of this guide (see appendix 2). As general guidance on disability inclusion is increasingly available, the purpose of this guide is to contextualize disability inclusion in WFP’s emergency preparedness and response programming. The guide builds on core reference materials, such as the Inter-Agency Standing Committee (IASC) Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action, 2019. While of wider relevance, this guide is directed at WFP’s EPR programming in Asia and the Pacific.
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