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1
Part of the CBM Prevention Toolkit on Cerebral Palsy
Understanding the Lives of Caregivers of Children with Cerebral Palsy in Rural Bangladesh: Use of Mixed Methods
Maria A Zuurmond, Ilias Mahmud, Sarah Polack, Jenny Evans
Disability, CBR & Inclusive Development Journal (DCIDJ)
(2015)
CC
This study aims to explore the impact on the lives of caregivers of
children with cerebral palsy.
Revised
mhGAP Training of Health-care Providers Training manual and Supporting material.
WHO QualityRights Act, unite and empower
recommended
QualityRights is WHO’s global initiative to improve the quality of care provided by mental health services and promote the human rights of people with psychosocial, intellectual and cognitive disabilities1. It offers a new approach to mental health care which is rights-based and recovery-oriented.
...
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Refugee children and adolescents exhibit resilience despite a history of trauma. However, trauma can affect a refugee
child’s emotional and behavioral development. Mental health providers should consider how the refugee experience (e.g.,
exposure to hunger, thirst, and lack of shelter; injury an
...
d illness; being a witness, victim, or perpetrator of violence; fleeing
your home and country; separating from family; living in a refugee camp; resettling in a new country; and navigating
between the new culture and the culture of origin) may contribute to a child or adolescent’s emotional or behavioral presentation
in a clinic, school, or community setting.
more
1. MYTH: Sexual violence is just another stressor in populations exposed to extreme stress: there is no need to do anything special to address sexual violence | 2. MYTH: The most important consequence of sexual violence is posttraumatic stress disorder (PTSD) | 3. MYTH. Concepts of mental disorders
...
– such as depression and PTSD – and treatment for mental health problems have no relevance outside western cultures | 4. MYTH: All sexual violence survivors need help for mental health problems | 5. MYTH: Mental health and psychosocial supports should specifically target sexual violence survivors | 6. MYTH: Vertical (stand-alone) specialized services are a priority to meet the needs of sexual violence survivors | 7. MYTH: The most important support is specialized mental health care | 8. Only psychologists and psychiatrists can deliver services for sexual violence survivors | 9. MYTH: Any intervention is better than nothing | 10. MYTH: Only the victim/survivor suffers as a result of sexual violence
more
Q 10: In adults and children with epilepsy, which psychological interventions used as adjunctive therapies with antiepileptic drugs when compared to placebo/comparator produce benefits/harm in specified outcomes?
Q9. In adults and children with convulsive epilepsy in remission, when should treatment be discontinued?
Antiepileptic drug treatment after first unprovoked seizure
World Health Organization
(2012)
C_WHO
Q8. Should Anti-Epileptic Drug (AED) treatment be started after first unprovoked seizure in non-specialist health settings?
Q4: Can convulsive epilepsy be diagnosed at first level care by a non-specialist health care provider in low and middle income country settings?
Epilepsy - WHO factsheet
World Health Organization
(2019)
C_WHO
7 February 2019
Executive Summary - Chapter 2 Health Services
T. F. Babor; K. Stenius
ATLAS on substance use (2010)— Resources for the prevention and treatment of substance use disorder; WHO
(2019)
C_WHO
ATLAS on substance use (2010) — Resources for the prevention and treatment of substance use disorders
Accessed: 14.03.2019
Executive Summary - Chapter 4 Human Resources
M. E. Medina-Mora
ATLAS on substance use (2010)— Resources for the prevention and treatment of substance use disorder; WHO
(2019)
C_WHO
ATLAS on substance use (2010)— Resources for the prevention and treatment of substance use disorder
Accessed: 14.03.2019
Overview
Learning objectives
• Promote respect and dignity for people with psychoses.
• Name common presentations of psychoses.
• Name assessment principles of psychoses.
• Name management principles of psychoses.
• Perform an assessment for psychoses.
• Use effective communicatio
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n skills when interacting with a person psychoses.
• Assess and manage physical health concerns in psychoses.
• Assess and manage emergency presentations of psychoses.
• Provide psychosocial interventions to persons with psychoses and their carers.
• Deliver pharmacological interventions as needed and appropriate in psychoses
considering special populations.
• Plan and performs follow-up sessions for people with psychoses.
• Refer to specialist and links with outside agencies for psychoses as appropriate and
available.
more
J Depress Anxiety S3:004. doi:10.4172/2167-1044.S3-004
This paper is therefore designed to review public knowledge and belief about mental disorders (mental health literacy) in developing countries with particular emphasis on the public knowledge and beliefs about causes and symptoms of mental dis
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orders, public attitude and perception towards people with mental illness and help seeking behaviors. The review will provide important evidences from developing countries which are relevant to introduce the concept of mental health literacy in Ethiopia as there has been no systemic review of evidences on mental health literacy and to guide the development and implementation of a mental health policy in Ethiopia where mental health policy is absent
more
Q12. SCOPING QUESTION: In people with psychotic disorders, including schizophrenia and bipolar disorder, are recovery-oriented strategies enhancing vocational and economic inclusion (such as supported employment) feasible and effective?
SUI supporting material
• Person stories
• Role plays
• Multiple choice questions
• Video link
Activity 2: mhGAP SUI module – assessment and management
