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Publication Years
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2920
400
12
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1
Category
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245
200
192
179
101
20
1
Toolboxes
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192
132
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75
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1
Population-Based Survey on Perceptions and Attitudes about Peace, Security and Justice in Eastern Democratic Republic of the Congo
Abuses against Women and Girls with Psychosocial or Intellectual Disabilities in institutions in India
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e ways to protect children from all forms of exploitation and violence and also empower and support children and their representatives to meaningfully advocate for implementation of their rights and influence decisions that bring about changes in their future lives.
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ntial desk review of existing documentation, and three weeks of field work in February and March 2008. The purpose of the study was to understand the ways in which participatory or community-based approaches to targeting have been attempted, within the definition of community-based targeting suggested by WFP. The study was not an evaluation of targeting methods, although some critical examination of targeting was necessary in order to understand the constraints on community participation.
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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
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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,
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and terrorist attacks have taught us many lessons. We also know that other types of 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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