The Leonard Cheshire Disability and Inclusive Development Centre | University College London | 4 Taviton Street | London WC1H OBT | United Kingdom| Principal Investigator: Dr Raymond Lang | Email: r....lang@ucl.ac.uk | Tel: +44 (0)207 679 1519 | Research Commissioned by the Southern African Federation of the Disabled’s (SAFOD) |
DFID-funded Research Programme
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Overview
Learning objectives
• Understand the mental health treatment gap in low-, middle- and high-income countries.
• Understand the principles and aims of the Mental Health Gap Action Prog...ramme.
• Acquire an introduction to mhGAP Intervention Guide (mhGAP-IG).
• Learn about mhGAP ToHP training methodology and what to expect from mhGAP ToHP
training.
• Prepare group training ground rules.
• Know the common presentations of mental, neurological and substance abuse (MNS)
conditions.
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The Government of Botswana’s SRH Policy Guidelines and Service Standards document provides the framework for developing a responsive strategy and an implementation plan for SRHR ...bute-to-highlight medbox">and HIV&AIDS Linkages and Integration. The global call on governments to demonstrate commitments to intensify linkages between sexual and reproductive health and HIV&AIDS at the policy and programme level is therefore an added opportunity for the government to review the current service provision model and optimize current resources to provide more integrated, comprehensive coordinated SRHR and HIV&AIDS services.
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While the ratification of the Convention and its Optional Protocol has proceeded rapidly, knowledge on how to implement and monitor them has not kept pace. Conscious of this challenge, my Office has... developed this Training Guide on the Convention and its Optional Protocol. It is complemented by eight training modules, designed to inform and empower those who are involved in ratifying, implementing and monitoring the two instruments. While the Training Guide is mainly targeted at facilitators of training courses on the Convention and its Optional Protocol, it acknowledges that each and every one of us has a role to play. I recommend wide dissemination of the training package, and its use by all those who want to embark upon the essential journey towards greater awareness and effective implementation of the rights of persons with disabilities and, ultimately, the building of an inclusive society for all.
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Technical guidance.
This technical guidance aims to inform policy and practice development specifically related to improving the health of older refugees and migrants within the European Union ...n class="attribute-to-highlight medbox">and the larger WHO European Region. Both ageing and migration are in themselves complex multidimensional processes shaped by a range of factors at the micro, meso and macro levels over the life-course of the individual, but also with intertwined trajectories. Relevant areas for policy-making include healthy ageing over the life-course, supportive environments, people-centred health and long-term care services, and strengthening the evidence base and research
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Key Features:
• Module Users: Disaster Management Trainers
• Training Targets: State Government and District
officials / Disaster Management Authorities / Disaster
Management Planners ...class="attribute-to-highlight medbox">and Responders
• Training Duration: 5 working days (one week)
• Trainers Input: Multi-disciplinary
• Training methods: Lecture, Discussion, Film Show,
Field Visits, Group Exercise.
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The Terre des hommes Child Protection Psychosocial Training Manual has been developed for use in the field
in order to train animators who work with children and other child protection programme st...aff. It has
been written in response to the needs which exist in Terre des hommes child protection programmes,
and should be used as a practical tool alongside the Child Protection: Manual for Intervention in Humanitarian
Crisis, previously produced by Terre des hommes.
The modules in this manual have been grouped according to the following categories:
• Level 1: Facilitating a training
• Level 2: Basic concepts for intervention
• Level 3: Animator’s competencies
Each module is laid out under the following headings:
• What is it?
• Why is it useful?
• How can I use it?
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National emergency medical teams are the best option for providing immediate and appropriate surge response for emergencies directly affecting populations, while international teams may help relieve overwhelmed health systems. The efficiency ...lass="attribute-to-highlight medbox">and effectiveness of countries and local authorities in mobilizing existing resources is only as good as the quality of care they are able to provide. This publication serves as a practical guide for teams and aims to compliment emergency response systems, fostering seamless collaboration with all emergency response actors and networks
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To help trainers to create awareness,attitude and skills in waste handlers in day to day management of medical waste in health care settings.
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 ...class="attribute-to-highlight medbox">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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This Training module on malaria elimination has been developed by WHO to support health professionals in planning, managing, monitoring and evaluating malaria elimination programmes.
Supporting exe...rcises: These files are necessary for participants to complete a number of exercises listed in the manual. Please go to the website: http://www.who.int/malaria/publications/atoz/9789241549424/en/
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Overview
Learning objectives
• Understand the mental health treatment gap in low-, middle- and high-income countries.
• Understand the principles and aims of the Mental Health Gap Action Prog...ramme.
• Acquire an introduction to mhGAP Intervention Guide (mhGAP-IG).
• Learn about mhGAP ToHP training methodology and what to expect from mhGAP ToHP
training.
• Prepare group training ground rules.
• Know the common presentations of mental, neurological and substance abuse (MNS)
conditions.
more
Using antimicrobials responsibly is an essential component ofefforts to contain antimicrobial resistance (AMR), and to ensurethat patients receive appropriate treatment. The WHO global action plan on AMR emphasizes the importance of ...ribute-to-highlight medbox">training healthcare professionals in antimicrobial prescribing and stew-ardship (AMPS). There are several challenges, however, such asthe wide range of healthcare professionals involved in the pre-scribing process, and the heterogeneity of prescribing rights and practices of different professional groups within and between countries. One way to address these challenges is through developing competencies, which define the minimum standards that all antimicrobial prescribers should reach.
Clinical Microbiology and Infection 25 (2019) 13e19
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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 Curri...culum Guide provides guidance for institutions, health 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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For several decades, civil society organisations (CSOs) in Nigeria have been advocating for increased resources for family planning (FP) and reproductive health (RH) services ...to-highlight medbox">and commodities. To help CSOs in Nigeria understand and actively participate in the budget process at the state level, a team from the Health Policy Project conducted an assessment to identify the differences between theory and practice in state-level budgeting. The team selected two states—Cross River and Zamfara—and compiled information on their budget process for the health sector.
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Integrated Management of Adolescent and Adult Illness (IMAI)
July 2008
This booklet is recommended for all health workers who diagnose and treat leprosy, especially those at the first referral level such as a health centre. It contains more detail than the WHO Guide to... Eliminate Leprosy as a Public Health Problem. The Guide gives practical advice on how to diagnose leprosy and how to give the correct treatment, and basic information on how to recognise and manage leprosy reactions.e
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For applying the new operational guidance on CB-MHPSS in the field, UNICEF country offices and partners will need ready access to tools and resources...n> that can be used to implement the programs. By bringing together resources from different contexts, the compendium makes options available to country offices and partners for programming.
The compendium aims to strengthen UNICEF capacity for MHPSS programming consistent with the IASC Guidelines for MHPSS in Emergencies and described by the 9 circles of support in the UNICEF operational framework.
The compendium is a compiled set of resources, already being used by UNICEF and partners, both national and international, in diverse settings.
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The Standard consists of nine key inclusion standards, and seven sets of sector-specific inclusion standards for protection – water, sanitation and hygiene, food security ...-highlight medbox">and livelihoods, nutrition, shelter, settlement and household items, health and education. Each standard comes with key actions, guidance, tools and resources.
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In Kenya, the bacterial infections that contribute most to human disease are often those in which re-‐sistance is most evident. Examples are multidrug-‐resistant enteric bacterial pathogens such as typhoid, ... diarrhoeagenic Escherichia coli and invasive non-‐typhi salmonella, penicillin-‐resistant Streptococcus pneu-‐moniae, vancomycin-‐resistant enterococci, methicillin-‐resistant Staphylococcus aureus and multidrug-‐re-‐sistant Mycobacterium tuberculosis. Resistance to medicines commonly used to treat malaria is of particu-‐lar concern, as is the emerging resistance to anti-‐HIV drugs. Often, more expensive medicines are required to treat these infections, and this becomes a major challenge in resource-‐poor settings.
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