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Toolboxes
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1
The Facilitator's Guide has been piloted in Borno (Nigeria) and in Fafan zone (Somali region, Ethiopia) and improved iteratively after each test.
What does the ROAP have that you won't find in other methodologies?
It is based on holistic, people-centred approaches that span across sectors an
...
d consider people's perceptions, priorities, ways of coping, and assistance preferences.
It introduces the concepts of inter-sector needs profile and inter-sector causal analysis, and how to use these to articulate shared objectives and better integrated and holistic response packages, as opposed to siloed plans.
It introduces the concept of basic needs basket, and how to define the BN basket based on both households' perspective and sector experts' opinions, and acknowledging that needs have different frequencies and timings, and units of analysis (individual, household, community).
more
Curriculum reform efforts to enhance training on rational medicine use (RMU) and AMR should pay particular attention to ensuring that the right topics are integrated and the right teaching-
...
learning methodologies are adopted.
more
The workshop is structured around 13 learning modules. The first module (Introduction) gives an overview of WSPs. The last module (Module 12) introduces participants to the quality assurance tool fo
...
r WSPs (WHO & IWA, 2012). Modules 1–11 relate explicitly to the WSP manual produced by IWA and WHO (Bartram et al., 2009), from which the workshop is designed.
more
The Knowledge Guide provides guidance on how health workers can apply the Standards to their own practice. For each of the nine competencies and their specific behaviours in the Standards, the Knowledge Guide examines in detail how a health worker's
...
knowledge, skills and attitudes can reach the stated benchmark for providing people-centred health services to refugees and migrants. The Knowledge Guide also details the learning outcomes that reflect the behaviours that a health worker will demonstrate once they have achieved the Competency Standards.
The Knowledge Guide is designed for educators and health workers to assist in designing or integrating learning content to enable attainment of the identified knowledge, skills and attitudes.
more
Today more people are exposed to hazards. While humanitarian action to mitigate the impact of disasters will always be vitally important, the community is facing critical challenge- how
...
to better anticipate, manage and reduce - disaster risks by integrating the potential threat into its planning and policies at the community level. This manual aims to improve the capacity of the Panchayati Raj Institutions - the local self government and communities that face hazards due to environmental reasons. To help such capacity development efforts, we need learning materials focusing on key areas - water supply, environmental sanitation for better disaster management and preparedness.
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Conflict, in its active or latent forms, is everywhere. The COVID-19 pandemic has demonstrated that public health emergencies can strike any country at any time. Given the universality of and interconnections between conflict, humanitarian crises, and public health emergencies, practitioners trained
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in one sector or the other are being called upon to understand how to navigate all of these emergencies at once.
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Overview
Learning objectives
• Name the general principles of essential care and practice.
• Name management principles of priority MNS conditions.
• Use effective communication skills in interactions with people with MNS conditions.
•
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Perform assessments for priority MNS conditions.
• Assess and manage physical health in MNS conditions.
• Know the impact of violence and gender-based violence on mental health.
• Provide psychosocial interventions to a person with a priority MNS condition and their
carer.
• Deliver pharmacological interventions as needed and appropriate in priority MNS
conditions considering special populations.
• Plan and perform follow-up for MNS conditions.
• Refer to specialists and links with outside agencies for MNS conditions as appropriate and
available.
• Promote respect and dignity for people with priority MNS conditions.
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The study analyses the current situation of children with disabilities in relation to realizing their rights and accessing basic services, as well as their life experiences in their communities. It also focuses on identifying the
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barriers created by society that prevent children with disabilities from enjoying their human rights. This includes identifying negative attitudes; environmental and communication barriers; gaps in policies or their effective implementation.
The report reveals that children with disabilities in Myanmar are less likely to access services in health or education; rarely have their voices heard in society; and face daily discrimination as objects of pity. It also highlights how inadequate policies and legislation contribute to the challenges these children face.
The information available in this publication should be useful for policy makers, development partners and Disabled Persons Organisations to promote the realization of the rights of all children with disabilities. more
The report reveals that children with disabilities in Myanmar are less likely to access services in health or education; rarely have their voices heard in society; and face daily discrimination as objects of pity. It also highlights how inadequate policies and legislation contribute to the challenges these children face.
The information available in this publication should be useful for policy makers, development partners and Disabled Persons Organisations to promote the realization of the rights of all children with disabilities. more
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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Men are less likely than women to seek help for mental health issues and are much more likely to commit suicide. This scoping review examined recent evidence published in English and Russian on the
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role of socially constructed masculinity norms in men’s help-seeking behaviour for mental health issues. The key sociocultural barriers to men’s help-seeking pertaining to masculinity norms were identified as self-reliance, difficulty in expressing emotions and self-control.
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This report presents the findings from a ‘deep dive’ undertaken by UNICEF East Asia and the Pacific Regional Office to consider the experiences in Cambodia, Indonesia, the Lao People’s Democratic Republic, Malaysia, Myanmar, the Philippines an
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d the Pacific. The target audience for this report includes OPDs and humanitarian actors at global, regional, and country levels.
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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 disabilities in both the community and healthcare sett
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ings. 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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This selected material from Hesperian's Community Guide to Environmental Health offers 48 pages of information on basic sanitation and hygiene, including instructions on building safe, affordable, environmentally-friendly sanitation systems, as well
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as learning activities to help communities understand and prevent sanitation-related health problems. Also available in Spanish and French.
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Overcoming barriers in low- and middle-income countries
For the first time, this year’s report includes information on hepatitis C diagnostics. With a focus on selected countries with diverse HCV epidemics, the report provides updates on the vari
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ous dimensions of access to HCV diagnostics and pharmaceutical products, including product pricing, the regulatory environment and patent status, which together shape the national hepatitis response in different settings. It highlights key areas for action by ministries of health and other government decision-makers, pharmaceutical manufacturers and technical partners.
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How to respond to, mitigate, and prevent risks to children’s protection and well-being is a profound, if unanswered, question. Practitioners agre
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e that it is necessary to develop or strengthen protective factors at multiple levels, such as the family, community, and national levels.
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At the end of 2023, WHO convened our first-ever annual WHO Stakeholder Review Conference for Prevention and Response to Sexual Misconduct. Aimed at joint learning and frank discussion on challenges
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faced in the achieving zero tolerance for all forms of sexual misconduct by aid workers, the Conference brought together Member States, Civil Society Organizations, United Nations Agencies and Programmes, academia and media joined by WHO personnel. A set of recommendations to support all agencies are documented in the Conference Report. In addition, WHO’s Director-General hosted a social engagement segment on the evening of Day 1 to further underscore the centrality of a victim and survivor-centred approach, to celebrate progress however small, and to reaffirm commitment and renew energy for the journey ahead. The Conference took place on 30 November and 1 December 2023 in Geneva, Switzerland
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Children in Kabwe are especially at risk because they are more likely to ingest lead dust when playing in the soil, their brains and bodies are still developing, and they absorb four to five times a
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s much lead as adults. The consequences for children who are exposed to high levels of lead and are not treated include reading and learning barriers or disabilities; behavioral problems; impaired growth; anemia; brain, liver, kidney, nerve, and stomach damage; coma and convulsions; and death. After prolonged exposure, the effects are irreversible. Lead also increases the risk of miscarriage and can be transmitted through both the placenta and breastmilk.
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The strategic plan reflects shared commitments to enhance collaboration between environmental, animal (wildlife and domestic) and human health, and building new One Health workforce capacity through higher institutions of
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learning. The strategy also outlines interventions to be undertaken by government institutions and other partners to enhance existing structures and pool together additional resources to prevent and control zoonotic diseases and other events of public health importance. Successful implementation of the strategy will contribute to the realization of vision 2020 by improving public health, food safety and security, and hence significantly improve the socioeconomic status of the people of Rwanda. It is in this regard that we call upon implementing institutions, bilateral and multilateral partners, civil society and the private sector to join us in implementing the One Health strategy in Rwanda.
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Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and m
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obile apps. The ‘Introduction to Information and Communication Technology and eHealth’ course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach.
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Overview
Learning objectives
• Promote respect and dignity for children and adolescents with mental and behavioural
disorders.
• Know common presentations of children and adolescents with mental and behavioural
disorders.
• Know assessme
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nt principles of child and adolescents with mental and behavioural
disorders.
• Know management principles of child and adolescents with mental and behavioural
disorders.
• Use effective communication skills in interactions with children and adolescents with
mental and behavioural disorders.
• Perform an assessment for children and adolescents with mental and behavioural
disorders.
• Assess and manage physical conditions of children with mental and behavioural
disorders.
• Provide psychosocial interventions to children and adolescents with mental and
behavioural disorders and their carers.
• Deliver pharmacological interventions as needed and appropriate to children and
adolescents with mental and behavioural disorders.
• Plan and perform follow-up for children and adolescents with mental and behavioural
disorders.
• Refer to specialists and link children and adolescents with mental and behavioural
disorders with outside agencies where available.
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