CFCA PRACTICE RESOURCE – JUNE 2016 ~ CHILD FAMILY COMMUNITY AUSTRALIA┃INFORMATION EXCHANGE ~ This practice paper provides an overview of what we know from research about cognitive development in children who have experienced trauma,  and provides principles to support
effective practice respons
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                                        es to those children’s trauma.
                                    
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                                African Journal of Laboratory Medicine | Vol 7, No 2 | a796 | 06 December 2018
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                DIAGNOSING PTSD IN CHILDHOOD | The following literature review addresses the developmental and domain-specific consequences of previous and current diagnostic criteria for posttraumatic stress disorder (PTSD) in pre-adolescent children. PTSD was introduced in 1980 to capture extreme responses follow
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                                        ing a traumatic event. I analyze the evolution of the disorder’s diagnostic criteria toward a more developmentally conscious structure. I also examine instances in which these criteria lack developmental consistency: (1) preschool PTSD is the only diagnostic subtype despite the fact that childhood development also differentiates traumatic expressions in older children from adolescents and adults; and (2) many of the PTSD epidemiological data that have been reanalyzed under the most recent (DSM-5) typology only refer to adolescent and adult samples although many researchers have
demonstrated that developmental alterations to DSM-IV and DSM-IV-TR criteria produce significantly higher prevalence rates in children. 
                                    
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                                Much of our knowledge about PTSD is based on studies of adults. As evidenced by the birth of new scientific disciplines (e.g., developmental translational neuroscience), it is clear that what we learn from research involving adults may not necessarily be applicable to children and adolescents. Indee
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                                        d, the field of child and adolescent PTSD and trauma is relatively young, although the knowledge base has increased substantially over the past 2 decades. Moreover, task force members recognize that mental health professionals may have many different perspectives on child and adolescent trauma, particularly in regard to the specific nature of its effects and what interventions may be most effective in reducing negative outcomes and enhancing adaptive functioning. Although we attempt to summarize here what is currently known about child and adolescent PTSD and trauma, we welcome ongoing discussion and novel perspectives, which help to advance the field.
                                    
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                                Our goal at Voices for Georgia’s Children is to help decision-makers craft and implement policies that ensure Georgia’s children grow up to be healthy, educated and productive citizens. To that end, we have developed a comprehensive policy agenda focused on early childhood, child health and disc
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                                        onnected youth, which, if followed, can effectively prevent and offset some of the damaging experiences faced by our children. Many of our recommendations are aligned with those included in this policy brief. 
                                    
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                                Psycho-Social Rehabilitation and Occupational Integration of Child Survivors of Trafficking and Other Worst Forms of Child Labour | 
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                A practical and reflective guide for teachers .
This guide is packed with practical tools and advice for teachers wanting to embed global citizenship in their classrooms. Learn how to effectively bring a global lens into your teaching with our handy planning framework, participation methods, and to
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                                        ols to assess learning.
Develop your teaching practice with both innovative and tried-and-tested approaches. Help your learners ask questions, make connections, and take action as active global citizens
                                    
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                                The International Association for Child and Adolescent Psychiatry and
Allied Professions (IACAPAP) aims to promote the mental health and
development of children and adolescents worldwide. It seeks to achieve
this by contributing to the training and professional development of the
child and adole
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                                        scent mental health professionals by disseminating up-todate
and high-quality information through its publications, organization
of biennial international congresses, and study groups. IACAPAP has a
long tradition of publishing monographs released to coincide with the
congresses, with the first one published in 1970. 
                                    
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                                Much remains unknown about displaced communities in out-of-camp areas as identification constraints hinder knowledge on the overall situation and preeminent needs of an area. When compared to regularly monitored in-camp populations, less is known about the health, sanitation, livelihoods, food secur
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                                        ity, nutritional status, protection situation, and school attainment of out-of-camp populations.
                                    
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                                Rapid review and case studies from Member States
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                A workshop methodology for children, young people and adults
The “Tree of Life” is a psychosocial support tool based on narrative practices that is designed to help participants accept the hardships of their past and identify the strengths that can help them achieve a better future.  It uses th
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                                        e different parts of a tree as metaphors to represent the different parts of our lives.  The workshop generally takes one day. 
Participants draw their own “Tree of Life” in which they get to speak of their ‘roots” (where they come from), their skills and knowledge, their hopes and dreams and the special people in their lives
                                    
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                                This publication seeks to describe the best treatments and practices based on the scientific evidence available at the time of writing as evaluated by the authors and may change as a result of new research. Readers need to apply this knowledge to patients in accordance with the guidelines and laws o
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                                        f their country of practice. Some medications may not be available in some countries and readers should consult the specific drug information since not all the unwanted effects of medications are mentioned.
                                    
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                                Other disorders
Chapter H.3
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                Psychatry & Pediatrics 
Chapter I.3
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                Externalizing disorders
Chapter 1.1
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                Miscellaneous
Chapter J.4
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                Early childhood matters. 
This document looks at specific issues regarding the development of young children, in particular from a psychosocial perspective. It is published twice per year by the Bernard van Leer Foundation. The views expressed in Early Childhood Matters are those of the authors and
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                                         do not necessarily reflect those of the Bernard van Leer Foundation.
                                    
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                                A guide to help you create an Action Plan specific for your health-care facility
                                                            
                         
                     
                                                        
                        
                        
                            
                            
                                
                                Provides clinical descriptions, diagnostic guidelines, and codes for all mental and behavioural disorders commonly encountered in clinical psychiatry. The book was developed from chapter V of the Tenth Revision of the International Statistical Classification of Diseases and Related Health Problems (
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                                        ICD-10).
                                    
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