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Guidelines for integrating gender-based violence interventions in humanitarian action: Reducing risk, promoting resilience and aiding recovery

WARD, Jean
LAFRENIERE, Julie
et al
2015

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The purpose of these Guidelines is to assist humanitarian actors and communities affected by armed conflict, natural disasters and other humanitarian emergencies to coordinate, plan, implement, monitor and evaluate essential actions for the prevention and mitigation of gender-based violence (GBV) across all sectors of humanitarian response. Part One presents an overview of GBV, provides an explanation for why GBV is a protection concern for all humanitarian actors and outlines recommendations for ensuring implementation of the Guidelines. Part Two provides a background to the ‘thematic areas’ in Part Three. It also introduces the guiding principles and approaches that are the foundation for all planning and implementation of GBV-related programming. Part Three constitutes the bulk of these Guidelines. It provides specific guidance, organized into thirteen thematic area sections: camp coordination and camp management; child protection; education; food security and agriculture; health; housing, land and property; humanitarian mine action; livelihoods; nutrition; protection; shelter, settlement and recovery; water, sanitation and hygiene; humanitarian operations support sectors. The importance of cross-sectoral coordination is highlighted in each section. It is also recommended that sector actors review the content of all thematic area sections. The Guidelines draw from many tools, standards, background materials and other resources developed by the United Nations, national and international non-governmental organizations, and academic sources. In each thematic area there is a list of resources specific to that area, and additional GBV-related resources are provided in Annex 1. The importance of indicators being disaggregated by sex, age, disability and other vulnerability factors is highlighted throughout.

Personalised social support : thoughts, method and tools in an approach of proximity social services

RELANDEAU, Audrey
et al
May 2010

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This paper is a methodological guide to personalised social support to enhance understanding, thinking about and practising this approach to social work. It is targeted at field workers and public services’ or association advisers responsible for receiving, informing, guiding and supporting people with disabilities and other vulnerable groups.
This guide is divided into three sections. First, a "principles and benchmarks" section explores the theoretical aspects of social work, development and personalised social support. This section is followed by a "Practical guide" targeted at social workers, facilitators and advisers responsible for providing support and provides an in-depth guide to implementing personalised social support, based on various intervention techniques and practical tools. This section also offers a section devoted to project managers or social mecha¬nism coordinators, featuring benchmarks for the development and follow-up of a social support service. The third section features a "Toolbox" consisting mainly of tools sourced from Handicap International programmes

Educator development and support

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
March 2008

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Limited attention has been given to helping educators to deal with the new challenges posed by the epidemic. Even less attention has been given to protecting educators from HIV infection and to providing care, treatment and support for educators infected with or affected by HIV and AIDS. There are also very few programmes addressing the needs of other education sector personnel, such as planners, managers and support staff. This booklet looks at educator development and support; educator conduct; and prevention, care, treatment and support of infected and affected eduators

HIV & AIDS and supportive learning environments

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2008

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This booklet addresses the following issues for learners: - Rights and access to education - Protection - Knowledge, attitudes and skills - Care and support Schools and other educational settings play an important role in educating young people about HIV and AIDS, developing the skills they need to protect themselves from HIV infection, tackling fear, stigma and discrimination and promoting care and support of those who are infected with and affected by HIV and AIDS

IASC guidelines for mental health and psychosocial support in emergency settings : checklist for field use

INTER-AGENCY STANDING COMMITTEE (IASC)
2008

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This resource provides a summary of the guidelines for mental health and psychosocial support in emergency settings. It details a general introduction, a matrix of minimum responses in the midst of emergencies, and eleven checklists for key actions of emergency response. The checklists cover the following areas: coordination; monitoring and evaluation; protection and human rights; community mobilization and support; health services; education; dissemination of information; food security and nutrition; shelter and site planning; water and sanitation. This resource is useful for humanitarian agencies and practitioners

IASC guidelines for mental health and psychosocial support in emergency settings

INTER-AGENCY STANDING COMMITTEE (IASC)
2007

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These guidelines provide information to organisations and individuals on how to respond during humanitarian emergencies by highlighting eleven specific action sheets that offer practical guidance on mental health and psychosocial support. The guidelines include a matrix of interventions with guidance for emergency planning, actions to be taken in the early stages of an emergency, and comprehensive responses needed in the recovery and rehabilitation phases. This resource is gives humanitarian actors useful inter-agency, inter-sectoral guidance and tools for responding effectively in the midst of emergencies

Helping children who are deaf : family and community support for children who do not hear well

NIEMANN, Sandy
GREENSTEIN, Devorah
DAVID, Darlena
2004

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This book was written primarily for parents and other caregivers of young children. It provides a wealth of well-illustrated practical information. The book gives a thorough overview of the different ways to communicate with hearing impaired children. It is written in an easy-to-read style with lots of illustrations and examples from Southern countries.

Beyond de-institutionalisation : the unsteady transition towards an enabling system in South East Europe

AXELSSON, Charlotte
GRANIER, Pascal
ADAMS, Lisa
2004

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This report from the Disability Monitor Initiative for South East Europe addresses the unsteady transition within the Balkan countries toward a system that enables and empowers disabled people at all levels. For this region this transition means moving forward with the process of de-institutionalisation and promoting community based services and independent living facilities.
Only through the sharing of information and a mutual learning process between all stakeholders and countries, can the goal of an inclusive society be achieved. This report gives an overview about all the affected fields and gives stakeholders as well as NGOs from other countries a good insight into how these processes can work

Open file on inclusive education : support materials for managers and administrators

UNITED NATIONAL EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2002

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This report brings together experience from a wide range of countries. It identifies underlying principles, which inform practice across a wide range of contexts, and provides brief illustrations from a number of countries. It aims to help education administrators and decision-makers to move beyond the making of policy commitments towards the implementation of inclusive education

Creating supportive environments for health : stories from the Third International Conference on Health Promotion, Surdsvall, Sweden

HAGLAND, BO J A
et al
1996

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The International Conference on Health Promotion, held in Sweden in 1991, focused on the interdependence of health and the environment in all its aspects. This handbook puts forward the theory and principles on which action aimed at creating supportive environments should be based. Stories provided by delegates to the conference are used to illustrate practical issues, approaches and methods, and offer a broad range of examples of efforts to bring about a healthier environment

Center for advocacy in mental health (CAMH) : a research center of BAPU trust

CENTER FOR ADVOCACY IN MENTAL HEALTH

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CAMH aims to build self-advocacy movements in India and the Asia-Pacific region in the context of the UNCRPD, provide a rights-based language for mental health in India, address information gaps on mental health and well-being, and build community based and holistic support methods. This website provides useful information about CAMH programs, resources, newsletters, and Sanchit, a collection of stories to document the lived memories, histories and experiences of persons living with a psychosocial disability

Realife trust

REALIFE

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This website presents information about Realife, an action research development agency. The agency's original purpose was to work alongside up to 10 local families and to develop a range of initiatives based on their needs and preferences. Every project undertaken since then has been a result of requests from local people to set something up that they simply cannot find from their local authority or other voluntary agency. Information is oprovided about the services they offer and related news and resoruces

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