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Every day, schools engage in numerous activities that help promote the health and well-being of students, families, and communities. There is clear evidence of the benefits of the health-promoting s
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chools (HPS) approach, not only for improving overall health outcomes (physical, mental, and social) in the educational community but also for achieving better learning outcomes. The closure of schools during the COVID-19 pandemic highlighted these benefits, as well as the close links between health, wellness, and education.
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The guidelines begin with an overview of the determinants of mental health among children and adolescents before reviewing related South African policies and legislation. The document then discusses strategies to build skills among caregivers, teach
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ers and other frontline providers of mental health interventions as well as those for counselling professionals. The guidelines conclude by identifying priority areas for mental health services among children and adolescents, including the prevention of child and substance abuse as well as services for those living with intellectual disabilities
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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 and the larger WHO European Region. Both ageing and mig
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ration 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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The key aim of this guideline is to present recommendations based on a critical evaluation of the evidence on emerging digital health interventions that are contributing to health system improvemen
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ts, based on an assessment of the benefits, harms, acceptability, feasibility, resource use and equity considerations.
This guideline urges readers to recognize that digital health interventions are not a substitute for functioning health systems, and that there are significant limitations to what digital health is able to address
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No Public Health without Refugee and Migrant health.
This report, the first of its kind, creates an evidence base with the aim of catalysing progress towards developing and promoting migrant-sensit
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ive health systems in the 53 Member States of the WHO European Region and beyond. This report seeks to illuminate the causes, conse-quences and responses to the health needs and challenges faced by refugees and migrants in the Region, while also providing a snapshot of the progress being made across the Region. Additionally, the report seeks to identify gaps that require further action through collaboration, to improve the collection and availability of high-quality data and to stimulate policy initiatives
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The module is currently available in English, French, Nepali, Portuguese, Russian, and Spanish
Version 2.0
Mental Health and Psychosocial Support in Humanitarian Emergencies: What Should Humanitarian Health Actors Know?
recommended
IASC Reference Group for Mental Health and Psychosocial Support
Inter-Agency Standing Committee
(2010)
C1
This document is for humanitarian health actors working at national and sub-national level in countries facing humanitarian emergencies. It applies to Health Cluster partners, including governmental
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and non-governmental health service providers.
Based on the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (IASC, 2007), it gives an overview of essential knowledge that humanitarian health actors should have about mental health and psychosocial support (MHPSS) in humanitarian emergencies.
This document by the IASC Reference Group for Mental Health and Psychosocial Support was developed in consultation with the IASC Global Health Cluster.
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Who is where, when, doing what (4Ws) in mental health and psychosocial support : manual with activity codes
recommended
Humanitarian actors in emergencies often encounter challenges in knowing Who is Where, When, doing What (4Ws) with regard to mental health and psychosocial support (MHPSS). Such knowledge is essential to inform coordination. 4Ws tools are used in ma
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ny areas of aid to map activities conducted across large geographical areas". This manual outlines the 4Ws with regard to mental health and psychosocial support for humanitarian actors with MHPSS coordinating responsibilities. The tool exists in two parts: a 4Ws data collection spreadsheets application (in excel online) and this manual which describes how to collect the data
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The key updates include: content update in various sections based on new evidence; design changes for enhanced usability; a streamlined and simplified clinical assessment that includes an algorithm for follow-up; inclusion of two new modules
- Essential Care and Practice that includes general guid
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elines and Iminterventions and implementation module to support the proposed interventions by necessary infrastructure and resources; and, revised modules for Psychoses, Child and Adolescent Mental and Behavioural Disorders and Disorders due to Substance Use
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Health Bulletin No.3
An Easy-Reference Guidebook for Healthcare Providers In Developed and Developing Countries
This guide is a resource for future health professionals who want to learn about and engage in abortion issues. Abortion is a critical but often neglected area of women’s rights, women’s health
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and health science education. The guide ences students was developed for health sciences students -including students in medicine, nursing, midwifery, pharmacology, public health and other related fields
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Equity and Quality in Health: a People's Right
