Following a long recovery from the economic crisis (2007–2013), young people in the EU proved to be more vulnerable to the effects of the restrictions put in place to slow the spread of the COVID-19 pandemic. Young
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people were more likely than older groups to experience job loss, financial insecurity and mental health problems. They reported reduced life satisfaction and mental well-being associated with the stay-at-home requirements and school closures. While governments responded quickly to the pandemic, most efforts to mitigate the effects of restrictions were temporary measures aimed at preventing job loss and keeping young people in education. This report explores the effects of the pandemic on young people, particularly in terms of their employment, well-being and trust in institutions, and assesses the various policy measures introduced to alleviate these effects.
Summary available in 22 languages
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These guidelines have been compiled for education ministries or other educational leaders (including development partners, non-governmental or private organizations working with schools or directly with
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caregivers) who want to adapt and adopt resources to support the marginalized caregivers of children with disabilities.
The guidance presented in this document was developed by a team of international and national experts following a proof-of-concept pilot4 of the resources in two countries. The work was carried out between February 2021 and January 2022. The pilots demonstrated that principles and activities described in the resources could be carried out, in practical terms, in line with existing government programmes supporting the implementation of disability-inclusive education.
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The standards define 10 key competencies for health and care workers to support self-care in their clinical practice as well as the specific, measurable behaviours that demonstrate those competencies, focusing on people-centredness; decision-making;
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effective communication; collaboration; evidence-informed practice, and personal conduct.
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Testimonies from Humanitarian Workers with Disabilities.
By reading the first-hand accounts, we hear how persons with disabilities, not through any particular talent or skill but from unique knowle
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dge gained through life experience, are ideally placed to provide insights, ideas and leadership, to supply essential data, and to fill the gaps in humanitarian response that cause this exclusion.
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Q5: For people with dementia, which cognitive/psychosocial interventions (such as cognitive stimulation, cognitive rehabilitation, reality orientation, reminiscence therapy) when compared to placebo
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/comparator produce benefits/harm in the specified outcomes?
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Refugee children with disabilities experience a reality of exclusion and marginalisation that makes them among the most vulnerable displaced persons in the world. Excluded from participation in social activities and access to school, not only becaus
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e of their disability, but especially because of social, cultural, and political barriers that prevent them from enjoying the same opportunities as their peers.
Daniela Bruni, a specialist in education in emergency contexts, who has overseen JRS’s related projects for the past two years, has developed a guide on inclusive education.
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Q8: For people with dementia, what is the role of a medical review (including comorbid physical and mental conditions and medication use)?
Q11. SCOPING QUESTIONS: In people with psychotic disorders (including schizophrenia and bipolar disorder) are recovery-oriented psychosocial strategies enhancing independent living and social skills
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(such as life skills and social skills training) feasible and effective?
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Disability inclusive shelter programming enables persons with disabilities to contribute more to their communities, participate more in consultations and decision-making, and facilitate their own pr
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otection. The key concepts include: Disability inclusive shelter programming is both a process and an outcome. By engaging persons with disabilities in the process, we will also improve the outcomes for persons with disabilities.
The disability community has the slogan “Nothing about us without us,” reminding that we should include and work with persons with disabilities and their representative groups rather than plan or make decisions on their behalf. Persons with disabilities should be engaged throughout shelter programme planning, implementation, monitoring and evaluation.
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India is experiencing rapid demographic and epidemiological transitions with NCDs causing significant disability, morbidity and mortality both in urban and rural populations and across all socioecon
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omic strata. According to the ICMR State Level Disease Burden Initiative, in 2016, NCDs accounted to an estimated 6.0 million deaths, constituting 62% of the total mortality of that year.
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The toolkit's purpose is to:
improve the primary health care response for older persons.
sensitize and educate primary health care workers about the specific needs of their older clients.
provide primary care health workers with a se
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t of tools/instruments to assess older people's health.
raise awareness among primary care health workers of the accumulation of minor/major disabilities experienced by older people.
provide guidance on how to make primary health care management procedures more responsive to the needs of older people's needs.
offer direction on how to do environmental audits to test primary health care centres for their age-friendliness.
The toolkit comprises a number of instruments (evaluation forms, slides, figures, graphs, diagrams, scale tables, country guidelines, exam sheets, screening tools, cards, checklists, etc.) that can be used by primary health care workers to assess and address older persons' health. These resources are meant to supplement and not to replace local and national materials and guidelines
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Guide for community-based management and care of people with dementia
Version 1.0
Mental Health and Substance Abuse
Division of NCD and Health through the Life-Course
World Health Organization
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Regional Office for the Western Pacific
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Q12. SCOPING QUESTION: In people with psychotic disorders, including schizophrenia and bipolar disorder, are recovery-oriented strategies enhancing vocational and economic inclusion (such as support
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ed employment) feasible and effective?
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Burkina Faso remains one of the poorest countries in the world, with 44.5% of the population living below the poverty line. To promote the rights of persons with disabilities, the country has adopte
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d almost all of the relevant initiatives and international legal texts on the rights of persons with disabilities including the Convention on the Rights of Persons with Disabilities (CRPD) that was ratified in 2009. The country has also adopted a National Strategy for the Protection and Promotion of Persons with Disabilities (SN-3PH, 2012), based on, amongst other approaches, Community Based Rehabilitation (CBR), promoted by the WHO and LIGHT FOR THE WORLD. Following on from the 2011-2015 country strategy that enabled LIGHT FOR THE WORLD to contribute strongly to the national dialogue on disability, the present strategy 2016-2020 aims to strengthen our achievements in order to work towards an inclusive society in which persons with disabilities fully enjoy their rights.
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Barriers to HIV Services and Treatment for Persons with Disabilities in Zambia
The 80-page report documents the obstacles faced by people with dis
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abilities in both the community and healthcare settings. These include pervasive stigma and discrimination, lack of access to inclusive HIV prevention education, obstacles to accessing voluntary testing and HIV treatment, and lack of appropriate support for adherence to antiretroviral treatment. The report also describes the sexual and intimate partner violence women and girls with disabilities face, and the need for the government and international donors to do more to ensure inclusive and accessible HIV services.
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The training manual consists of: (i) Tools for communication, reassurance and comfort for staff working directly with distressed children; (ii) Advice and guidance for staff working
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with parents and primary care-givers; (iii) Suggestions for ways to support a distressed child. It provides a non-intrusive skills set of communication and actions that can be used by staff working with survivors of distressing events. The training programme develops skills for providing physical and emotional comfort by modeling calmness and enables a constructive format through active listening that allows survivors to voice their concerns and needs. It also helps to connect survivors to practical assistance through referral networks and information on positive coping strategies.
The manuals are available in Englisch, French, Spanish, Arabic and German
Additional training aids download directly from the website. https://resourcecentre.savethechildren.net/library/save-children-psychological-first-aid-training-manual-child-practitioners
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People younger than 20 years comprise 35% of the global population and 40% of the global population of least-developed nations. The number of children - neonates, infants, children, and adolescents up to 19 years of age - who need pediatric palliati
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ve care (PPC) each year may be as high as 21 million. Another study found that almost 2.5 million children die each year with serious health related suffering and that more than 98% of these children are in low- and middle-income countries (LMICs) (3). While estimates differ, there is no doubt that there is an enormous need for prevention and relief of suffering among children - for PPC.
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The Global Movement for Mental Health has brought renewed attention to the neglect of people with mental illness within health policy worldwide. The maltreatment of the mentally ill in many low-inco
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me countries is widely reported within psychiatric hospitals, informal healing centres, and family homes. International agencies have called for the development of legislation and policy to address these abuses. However such initiatives exemplify a top-down approach to promoting human rights which historically has had limited impact at the level of those living with mental illness and their families.
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A framework for planning, developing and implementing solutions with and for young people.
The guidance presented in this document is intended for digital health intervention designers, developers,
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implementers, researchers and funders. Newcomers to digital health can use it as a start-to-finish primer on how to collaboratively and responsibly develop youth-centred digital health interventions. Those already engaged in this work can jump directly to the chapters and sections with the ideas and resources they need. Funders will find helpful advice in Annex 1, which outlines special considerations for making smarter, more meaningful investments in digital health interventions for young people.
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