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1
Global Health Education Competencies Tool-Kit
Astle. B.; C.A.Faerron-Guzman; A. Landry, et al.
Consortium for Universities for Global Health
(2018)
CC
2nd edition.
The tool kit provides learning objects and curricular content to support the competencies for those proficiency/trainee levels
A Guidebook for Medical and Professional Schools, Second Edition.
This book represents a significant step to engage health professions schools in addressing global health challenges
Sci Rep. 2016; 6: 25920. Published online 2016 May 16. doi: 10.1038/srep25920
1. What do we mean by ‘psychosocial support (PSS)? | 2. What are the basic principles of psychosocial support for UNICEF? | 3. In what types of situations does UNICEF address psychosocial support? | 4. Are there certain psychosocial interventions in which UNICEF should not normally seek to inves
...
t? | 5. Are there any types of interventions we should discourage? | 6. Should UNICEF support one-to-one counselling? In what situations might this be appropriate? | 7. When should children be referred for professional mental health support? | 8. Should we avoid using the term “traumatised” when referring to children? | 9. How do we assess the type or response needed a) for quick, short term action? b) for medium-long term interventions? | 10. How can caregivers and professionals who have themselves experienced the same crises or exposures provide psychosocial support to children? | 11. What materials and tools are recommended to support and monitor PSS interventions? Where can these be obtained?
more
Practice Parameter on Disaster Preparedness
Pfefferbaum, B., Shaw, J.A. & American Academy of Child and Adolescent Psychiatry (AACAP) Committee on Quality Issues (CQI)
American Academy of Child and Adolescent Psychiatry (AACAP)
(2013)
CC
AACAP OFFICIAL ACTION | This Practice Parameter identifies best approaches to the assessment and management of children and adolescents across all phases of a disaster. Delivered within a disaster system of care, many interventions are appropriate for implementation in the weeks and months after a d
...
isaster. These include psychological first aid, family outreach, psychoeducation, social support, screening, and anxiety reduction techniques. The clinician should assess and monitor risk and protective factors across all phases of a disaster. Schools are a natural site for conducting assessments and delivering services to children. Multimodal approaches using social support, psychoeducation, and cognitive behavioral techniques have the strongest evidence base. Psychopharmacologic interventions are not generally used but may be necessary as an adjunct to other interventions for children with severe reactions or coexisting psychiatric conditions
more
The WHO Global Burden of Disease (GBD) study measures the burden of
disease using the disability-adjusted life year metric (DALY). The DALY metric
was developed to assess the burden of disease consistently across diseases,
risk factors and regions. A consistent and comparative description of the
...
burden
of diseases and injuries and the risk factors that cause them is important as it
can inform health decision-making and health care planning.
more
Role of a medical review
World Health Organization
(2012)
C_WHO
Q8: For people with dementia, what is the role of a medical review (including comorbid physical and mental conditions and medication use)?
Standard antiepileptic drugs (phenobarbital, phenytoin, carbamazepine, valproic acid) for management of convulsive epilepsy in adults and children
World Health Organization
(2012)
C_WHO
Q 7: For adults and children with convulsive epilepsy, which standard antiepileptic drugs (phenobarbital, phenytoin, carbamazepine, valproic acid) when compared to placebo/a comparator produce benefits/harm in the specified outcomes?
Cureus. 2015 Nov; 7(11): e372.
Published online 2015 Nov 3. doi: 10.7759/cureus.372
PMCID: PMC4671837
PMID: 26677422
Developmental Disabilities
Institute of Medicine (US); Committee on Nervous System Disorders in Developing Countries; National Academy of Sciences
(2001)
C2
Neurological, Psychiatric, and Developmental Disorders: Meeting the Challenge in the Developing World
Institute of Medicine (US) Committee on Nervous System Disorders in Developing Countries.
Washington (DC): National Academies Press (US); 2001.
The ITHACA Toolkit for monitoring Human Rights and General Health Care in mental health and social care institutions
Institutional Treatment,Human Rights and CareAssessment (ITHACA)
Health Service and Population Research Department,Institute of Psychiatry, King's College London
(2010)
This report, written in partnership with various Royal Medical Colleges and Public Health England, sets out the essential actions to improve the physical health of adults with severe mental illness (SMI) across the NHS. The report makes practical recommendations for changes that will help adults wit
...
h SMI to receive the same standards of physical healthcare as the general population and reduce the risk of premature death.
more
Autism spectrum disorder (edition in Russian, Dolenko O, Martsenkovskyi D, eds) Расстройства аутистического спектра
Fuentes J, Bakare M, Munir K et al.
International Association for Child and Adolescent Psychiatry and Allied Professions
(2014)
C1
В этой главе мы попытаемся представить современные взгляды на классификацию, эпидемиологию, этиологию, клиническую картину, оценку, прогноз и лечение РАС. Мы надее
...
мся, что данные материалы
окажутся полезными врачам, активно настроенным на изменение в глобальном масштабе отношения к этой группе пациентов и их семьям.
more
This guide focuses on the evaluation of psychosocial programs that are aligned with two main goals: - To promote psychosocial wellbeing by promoting an environment that provides appropriate care, opportunities for development and protects children from exposure to situations that are harmful to thei
...
r psychosocial wellbeing, and - To respond to psychosocial problems by strengthening social and psychological supports for children who have been exposed to situations that affect their psychological development.
more
Introduction
Chapter A.2
Introduction
Chapter A.10
Introduction
Chapter A.14
