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 soc
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ial and emotional learning relate to one another.
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In the following you can find 51 Planning tools for Mental Health and Psychosocial support in disasters, that have been derived from an anylsis of 282 Psychosocial Mental Health guidelines and 678 Tools. The single planning tools are structured acco
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rding to the most relevant topics and can be used individually.
The purpose of the Action Sheets
Each Action Sheet is a planning tool in itself that can be used individually
Each Action Sheet is an entrypoint into the main recommendations for this specific topic and gives information on further readings, tools and practice examples.
Each Action Sheet gives advice on how to plan and enhance quality in the selected area and topic.
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Core Knowledge for Emergency Preparedness and Response
The African Regional Convening of the Global Initiative to Support Parents (GISP) stimulated the interest or engagement of almost 1500 individuals from 742 unique organizations in the fields of health, education, social welfare, women’s affairs, e
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arly childhood, water and sanitation, mental health, violence prevention, innovative finance, climate, and many others. The convening united representatives across governments, civil society organizations, programme implementers, philanthropies, multilateral organizations, bilateral funders, private companies, universities, schools and day care centres, and hospitals around the common cause of supporting parents and caregivers.
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STAATSKOERANT, 5 MEI 2015 No. 38763
No. 38763 GOVERNMENT GAZETTE, 5 MAY 2015
General Notice
Notice 295 of 2015
Department of basic education
National education policy act, 1996 (Act No 27 of 1996)
Call for written submissions from stakeholder bodies and members of the public on Departmen
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t of basic education draft national policy on HIV, STIs and TB
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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 caregivers) who want to adapt and adopt resour
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ces 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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A broad range of UNHCR’s key priorities overlap with MHPSS issues – for example, child protection and sexual and gender-based violence [SGBV] prevention and response.
Despite all these existent synergies, UNHCR’s current policies and guidelines do not sufficiently link with MHPSS principles.
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For example, the Community Services section, which is closely aligned to the principles of MHPSS and could be well-positioned to guide the implementation of related programs, has not adopted the MHPSS language or approach.
There are opportunities for UNHCR to engage more strongly and clearly in this field. However, this requires a vision for how the organisation as a whole, and particular sectors within the organisation, will engage within the field of MHPSS activities. For a start, UNHCR can work to improve its understanding and framing of mental health and psychosocial issues, and how these issues fit within its broader mandate.
While the majority of MHPSS activities are delivered by implementing partners, UNHCR staff require familiarity with core principles in the field, such as the Intervention Pyramid contained in the IASC Guidelines, in order to support and monitor quality MHPSS activities.
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This document, Programme and curriculum development guide, presents a systematic approach to developing programmes and curricula for implementation of the family planning (FP) and comprehensive abortion care (CAC) competencies,and the theory behind the approach. Specifically, the aim is for effectiv
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e implementation of these competencies in the context of pre-service education and training, post-graduate studies and continuing professional development (CPD). This guide is designed for programme and curriculum developers who are preparing or revising formal education and training programmes and curricula for the FP and CAC workforce.
This guide proposes a new FP and CAC Educational Design Model for programme and curriculum development. This model can support competency-based education (CBE) for current and future FP and CAC services, with a pre-service training pathway of at least 12 months, and can also support in-service training. CBE provides the most effective means to orient educational programmes and curricula towards effective health services that meet population health needs, and this Educational Design Model provides a guide for linking the competencies required to provide a range of health services
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Broken Links: Psychosocial support for people separated from family members (Training
module) and the corresponding Broken Links field guide are designed to support staff and
volunteers in a wide
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range of settings where they may be in contact with families who have
been separated from their loved ones. The field guide and the training module outline the
causes and consequences of being separated from family members, as well as the types of
contact staff and volunteers might have with families affected by separation.
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The development of this Operational Roadmap has been driven by a growing consensus in Ukraine on the need to prioritize activities that are urgently required to address the mental health and psychosocial needs of the country’s population and also the importance of basing the response on existing s
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tructures, resources and innovations introduced in reforms in past years.
According to this consensus, new resources mobilized by and for Ukraine should complement existing ones, in line with the national vision and with best international standards, and should be planned in a way that further strengthens the country’s mental health system.
The Government of Ukraine is committed to urgently addressing the mental health and psychosocial needs of the population, under the auspices of the First Lady of Ukraine and the leadership of the recently established Intersectoral Coordination Council for Mental Health and Psychological Assistance to Victims of the Armed Aggression of the Russian Federation against Ukraine (referred to in this document as the Intersectoral Coordination Council).
This Roadmap has been developed following a series of consultations with Ukrainian authorities and national and international agencies working in the area of mental health and psychosocial support (MHPSS) and engaged in emergency response in Ukraine. The consultation process was organized by the Ministry of Health of Ukraine (MOH) and supported by WHO Ukraine, under the auspices of the First Lady of Ukraine and in collaboration with the MHPSS Technical Working Group of Ukraine (MHPSS TWG Ukraine) and the IASC MHPSS Reference Group (IASC MHPSS RG), and building on substantial advances in the mental health sector under existing programmes in the country.
The Roadmap is informed by international technical guidance and national policies and plans, including the IASC Guidelines on MHPSS in Emergency Settings, the Minimum Services Package for MHPSS in Emergencies (MHPSS MSP), the IASC Common Monitoring and Evaluation Framework, the World Health Organization (WHO)’s Comprehensive Mental Health Action Plan 2013– 2030, the WHO European Framework for Action on Mental Health, the Concept for Development of Mental Health Care in Ukraine until 2030, the National Mental Health Action Plan for 2021–2023 and the National Recovery and Development Plan.
Informed by the overall goal of MHPSS assistance in Ukraine – to reduce suffering and improve the mental health and psychosocial well-being of the affected population – the Roadmap aims to provide a consolidated overview of envisioned MHPSS priorities, informed by the local context and the vision of the Government of Ukraine together with national and international partners, and with the best available evidence and resources, to all MHPSS stakeholders already engaged in or joining emergency response and recovery efforts in Ukraine.
As well as information on the context in Ukraine, the Roadmap includes:
• a list of evidence-based MHPSS interventions and services contextualized and introduced in Ukraine in recent years (described in Table 1) and
• a set of multisectoral actions to scale up MHPSS services in both the short and longer terms, informed by available evidence, international technical guidance and expert consensus (described in Table 2).
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This Curriculum Guide accompanies the Refugee and Migrant Health: Global Competency Standards for Health Workers and the Knowledge Guide to support the operationalization of the Standards. The Curriculum Guide provides guidance for institutions, hea
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lth organizations and individuals engaged in the education and training of health practitioners and health administrators to support incorporation of the knowledge, skills and attitudes set out in the Knowledge Guide into curricula and for assessment of the achievement of the relevant learning outcomes and Competency Standards.
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This paper was commissioned by the German Federal Ministry for Economic Cooperation and Development (BMZ) in 2015, and produced by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, in cooperation with German civil society actors and freelance psychologists working in the field
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of Mental Health and Psychosocial Support (MHPSS) with refugees and internally displaced people (IDP) in both the Middle Eastern region and Germany. The commission arose from BMZ’s wish for guidance on the characteristics of good working practices in MHPSS and the desire expressed by GIZ’s civil society partners in the regional programme Psychosocial Support for Syrian and Iraqi Refugees and Internally Displaced People for more intensive dialogue to promote MHPSS in the context of the Syria and Iraq crises.
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Relevance and effectiveness of World Bank support for public sector capacity building in Sub-Saharan Africa from 1995 to 2004. Benin is part of a six country case study.
This guide is strongly practice -oriented and intended as an open resource when replicating similar methods of psychosocial care in other projects. It describes the steps in the development of our pilot project
"Low threshold psychosocial s
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upport for refugees and asylum seekers’ in Germany ", from the initial idea of the project to its practical implementation. It is to be understood as apractical report for transferring the working methods of MSF from project countries to the German context. A particular focus is the training and working methods of psychosocial peer counsellors. They are at the heart of our approach to low-
threshold psychosocial care
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