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Toolboxes
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1
This article identifies the three core defining characteristics of healing environments for children and young people who have been exposed to chronic adversity and trauma. A large body of evidence highlights the pervasive and devastating developmental impacts of such exposure but there is also emer
...
ging evidence about the elements of living and learning environments that foster recovery and resilience. The Three Pillars framework has been developed to inform and empower those who live with or work with these young people but who are not necessarily engaged in formal therapy.
more
Indiscriminate attacks on health care have contributed to an epic humanitarian catastrophe in Yemen. A new report tracks these attacks in the hope of holding perpetrators on all sides accountable.
It details how both Houthi forces—with their use of wide-area impact weapons—and the Saudi-Emir
...
ati coalition—with their aerial attacks—have flagrantly disregarded the special status of health facilities and personnel in conflict zones.
more
HIV prevention, treatment and care in prisons and other closed settings: a comprehensive package of interventions
World Health Organization; UNODC (United Nations Office on Drugs and Crime); UNAIDS; et al.
(2013)
C_WHO
Policy Brief
Unaccompanied and separated children leave their countries of origin for a variety of reasons. They may
be fleeing from persecution, armed conflict, exploitation or poverty. They may have been sent by members
of their family or decided to leave on their own – be it to ensure their survival, or t
...
o obtain an education or
employment. They may have been separated from their family during flight or may be trying to join parents
or other family members. Or they may have become victims of trafficking. Often it is a combination of
factors.
more
Positionen, Lernziele und methodische Empfehlungen.
Mit diesem Dokument soll die Diskussion um mögliche Konzepte zur Erweiterung der medizinischen Ausbildung um das disziplinübergreifende Fachgebiet Global Health anzuregen, bestehende fachliche Ressourcen unter diesem Dach zu vereinen und von stu
...
dentischer Seite Beiträge für eine Aufwertung von Public Health, International Health sowie globalen sozialen Fragen in der medizinischen Ausbildung zu leisten.
more
Curricular Modules for Lecturers and Teachers.
The 2nd edition of the Global Public Health Curriculum has been published in the South Eastern European Journal of Public Health, end of 2016 as a special volume . The curriculum targets the postgraduate education and training of public health professi
...
onals including their continued professional development (CPD). However, specific competences for the curricular modules remained to be identified in a more systematic approach
more
Global Health. 2011 Apr 18;7:8. doi: 10.1186/1744-8603-7-8
Results: Currently, ‘new’health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term‘global health’. The lack of a common definition of this termcomplicates attempts
...
to analyse global health in the field of education. The proposed GHE framework addresses these problems and presents a set of key characteristics of education in this field. The framework builds on the models of‘social determinants of health’and‘globalisation and health’and is oriented towards‘health for all’and‘health equity’. It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce. Ten indicators are deduced for use in monitoring and evaluation.
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Clinical Guideline
Despite growing evidence on the impact of psychosocial support interventions, there is an urgent need for a stronger evidence base on approaches that effectively support children affected by armed conflict. To contribute to this evidence base, and building on a pilot study conducted in Uganda in 200
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9, War Child conducted an exploratory outcome evaluation of its psychosocial support intervention ‘I DEAL’ in South Sudan and Colombia in 2012. The objective of the evaluation was to explore the outcomes that I DEAL achieves for children and the factors that influence the achievement of those outcomes to further inform and strengthen the intervention
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Psychological first aid for schools: Field operations guide, 2nd Edition
Brymer M., Taylor M., Escudero P., Jacobs A., Kronenberg M., Macy R., Mock L., Payne L., Pynoos R., & Vogel J.
National Child Traumatic Stress Network (NCTSN) & National Center for PTSD
(2012)
C2
National Child Traumatic Stress Network National Center for PTSD | The field of school safety and emergency management has evolved significantly over the past decade. Tragically, acts of violence, natural disasters, and terrorist attacks have taught us many lessons. We also know that other types of
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emergencies can impact schools, including medical emergencies, transportation accidents, sports injuries, peer victimization, public health emergencies, and the sudden death of a member of the school community. We now recognize the need for school emergency management plans that are up-to-date and take an “all-hazards” approach with clear communication channels and procedures that effectively reunite parents and caregivers with students. We have also learned that preparing school administrators, teachers, and school partnering agencies before a critical event is crucial for effective response, the value of ongoing training and emergency exercises, and that having intervention models that address the public health, mental health, and psychosocial needs of students and staff is essential to a safe school environment and the resumption of learning.
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Practice Parameter for the Assessment and Treatment of Children and Adolescents With Posttraumatic Stress Disorder
American Academy of Child and Adolescent Psychiatry (AACAP)
Journal of the American Academy of Child & Adolescent Psychiatry
(2010)
CC
This Practice Parameter reviews the evidence from research and clinical experience and highlights significant advances in the assessment and treatment of posttraumatic stress disorder since the previous Parameter was published in 1998. It highlights the importance of early identification of posttrau
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matic stress disorder, the importance of gathering information from parents and children, and the assessment and treatment of comorbid disorders. It presents evidence to support trauma-focused psychotherapy, medications, and a combination of interventions in a multimodal approach.
Journal of the American Academy of Children & Adolescents Psychiatry, Vol. 49 No. 4 APRIL 2010 pp.414-430
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Broken links Psychosocial support for people separated from family members: a field guide
recommended
The 40-page field guide outlines possible causes of separation, discusses the psychosocial impacts of being separated, such as how we experience loss, and provides guidelines on how to support those who have been separated from family members – including delivering difficult news to loved ones, ba
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sic helping skills, interviews, on-going support and referrals, and reunification. There is also a chapter on self-care for staff and volunteers. The materials provided here will need to be adapted to suit local contexts. The aim of this field guide is to build both confidence and skills in responding to disaster and crisis situations, and to raise awareness of the broader goals of the Movement’s work in supporting families separated from their loved ones
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War Child put forward a specific request for comparative study, addressing the following questions: •What are the key types of intervention for psychosocial assistance that are being applied to children in war-affected areas? •What are the results of (scientific) research into the effects of th
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e most relevant programmes? •Which NGOs operate in this sector and what is their practical experience with specific methods? •How does the War Child methodology relate to developments in the sector; what is known about the effects of War Child’s programme and how can these be measured? How will War Child work towards the development of additional evidence?
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Psychosoziale Arbeit und psychosoziale Ansätze haben in den letzten 10 Jahren in der internationalen Zusammenarbeit (IZ) immer stärkere Verbreitung gefunden. Es gibt heute kein Krisen- und Konfliktgebiet mehr, wo nicht auch über Trauma und über die emotionale Verfasstheit der Opfer gesprochen wi
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rd. Gerade im Zusammenhang mit der Anerkennung der Notwendigkeit genderbewusste Konflikttransformationsprozesse in der Projektarbeit zu unterstützen, sind psychosoziale Konzepte und Methoden immer wichtiger geworden. Dennoch ist bei vielen MitarbeiterInnen der IZ nach wie vor wenig bekannt, was mit psychosozial eigentlich gemeint ist. Während die Literatur über Trauma umfangreich, aber unübersichtlich und widersprüchlich ist, fehlt es nach wie vor an knappen und auf die IZ bezogenen Einführungen in die psychosoziale Thematik.
Die Arbeitshilfe kann über die Webseite http://www.deza.admin.ch/de/Home/Themen/Konfliktprävention_Transformati... in englischer, spanischer, französischer und russischer Sprache heruntergeladen werden. Die Arbeitshilfe kann in deutscher Sprache über den unten angegebenen link heruntergeladen werden.
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This treatment guideline is intended to assist clinicians in the Behavioral Health department in treatment planning and service delivery for patients with Post Traumatic Stress Disorder (PTSD). It may also assist clinicians treating patients who have some of the signs and symptoms of PTSD but who do
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not meet the full criteria of PTSD. The treatment guideline is not intended to cover every aspect of clinical practice, but to focus specifically on the treatment models and modalities that clinicians in our outpatient treatment setting could provide. These guidelines were developed through a process of literature review and discussion amongst clinicians in the Behavioral Health department and represent a consensus recommendation for service provision for this disorder. The guideline is intended to inform both clinical and administrative practices with the explicit goals of outlining treatment that is: effective, efficient, culturally relevant and acceptable to clinicians, program managers, and patients.
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This document is designed to provide UNICEF staff and UNICEF partner staff with principles and concepts that can assist them to respond to the psychosocial needs of children in natural disasters and social emergencies such as armed conflict and other forms of violence. It aims to introduce humanitar
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ian workers to psychosocial principles and UNICEF’s position on these principles. It also provides a number of examples from field work of how these principles have been turned into concrete actions. These psychosocial principles and concepts inform both emergency responses and subsequent programmatic responses post-emergency.
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EU Policies Contribute to Abuse of Migrants in Libya
This report documents severe overcrowding, unsanitary conditions, malnutrition, and lack of adequate health care. Human Rights Watch found violent abuse by guards in four official detention centers in western Libya, including beatings and whippin
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gs. Human Rights Watch witnessed large numbers of children, including newborns, detained in grossly unsuitable conditions in three out of the four detention centers. Almost 20 percent of those who reached Europe by sea from Libya in 2018 were children.
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The humanitarian crisis in Yemen remains the worst in the world. Nearly four years of conflict and severe economic decline are driving the country to the brink of famine and exacerbating needs in all sectors. An estimated 80 per cent of the population – 24 million people – require some form of h
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umanitarian or protection assistance, including 14.3 million who are in acute need. Severity of needs is deepening, with the number of people in acute need a staggering 27 per cent higher than last year. Two-thirds of all districts in the country are already pre-famine, and one-third face a convergence of multiple acute vulnerabilities
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