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Interpersonal violence – in all its forms – has a grave effect on children: Violence undermines children’s future potential; damages their physical, psychological and emotional well-being; and
...
in many cases, ends their lives. The report sheds light on the prevalence of different forms of violence against children, with global figures and data from 190 countries. Where relevant, data are disaggregated by age and sex, to provide insights into risk and protective factors.
more
SCOPING QUESTION:Which psychosocial interventions are effective in the treatment of psychostimulant dependence for adults and young people?
Mood disorders
Chapter E.2
Session Outline
•General Principles
•Essentials of mental health care and clinical practice: Assessments
•Essentials of mental health care and clinical practice: Management
•Essentials o
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f mental health care and clinical practice: Follow-up
•Reviews
more
The guidelines are to be used to guide the management of adults with lower respiratory tract infection (LRTI). As will be seen in the following text, this diagnosis, and the other clinical syndromes within this grouping, can be difficult to make accurately. In the absence of agreed definitions of th
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ese syndromes these guidelines are to be used when, in the opinion of a clinician, an LRTI syndrome is present. The following are put forward as def-initions to guide the clinician, but it will be seen in the ensuingtext that some of these labels will always be inaccurate. These definitions are pragmatic and based on a synthesis of available studies. They are primarily meant to be simple to apply in clinical practice, and this might be at the expense of scientific accuracy. These definitions are not mutually exclusive, with lower respiratory tract infection being an umbrella term that includes all others, which can also be used for cases that cannot be classified into one of the other groups. No new evidence has been identified that would lead to a change in the clinical definitions,which are therefore unchanged from the 2005 publication.
Clin Microbiol Infect 2011;17(Suppl. 6): 1–24 The full version of these guidelines can be found on Wiley Online Library.
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In response to COVID-19, countries around the world have implemented several public health and social measures (PHSM), such as movement restrictions, closure of schools and businesses, and international travel restrictions.1 As the local epidemiology of the disease changes, countries will adjust (i.
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e. loosen or reinstate) these measures according to the intensity of transmission.
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Millions of children in Yemen could be pushed to ‘the brink of starvation’ due to huge shortfalls in humanitarian aid funding amid the COVID-19 pandemic – according to a new UNICEF report marking more than five years since conflict escalated i
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n the country.
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Lesson Plans Grades 1-8
This report reviews the latest evidence on what works to reduce HIV-related stigma and discrimination through key programmes to reduce stigma and discrimination and increase access to justice in the six settings of focus for the Global Partnership.
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It includes guidance for national governments and key stakeholders on how stigma and discrimination harm; how the stigmatization process operates and how we can stop it; key principles of stigma- and discrimination-reduction efforts; an overview of common intervention approaches; recommendations based on the latest evidence for reducing HIV-related stigma and discrimination in the six settings; and an overview of considerations for monitoring the success of the programmatic interventions recommended for each setting.
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Namibia is no exception to the growingglobal concern on the increasing burden of NCDs. Namibia is an upper middle income country with fast economic growth since independence in 1990. The country is bearing the double burden of communicable and noncommunicable diseases and rapid urbanizat
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ion. There is also high income inequality among the population.
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Addendum: 2020 mid-year COVID-19 revision,summary of the reprioritisation & additional requirements in response to COVID-19
In June and July 2020, a mid-year revision of the 2020 Burundi Regional Refugee Response Plan (RRRP) was undertaken as an inter-agency consultative process to discuss and doc
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ument the reprioritization of activities and corresponding budgets for the rest of the year, taking into account the impacts of COVID-19 and other developments.
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Anywhere But Syria: How 10 Years of Conflict Left Syria’s Displaced Children Without a Sense of Home
After ten years of war, the vast majority of Syria’s children cannot imagine a future in their country, according to a new report by Save the Children. On average, 86% of Syrian refugee
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children surveyed in Jordan, Lebanon, Turkey and the Netherlands said they would not want to return to their country of origin. Of children displaced inside Syria, one in three would rather be living in another country. Children who fled their homes are struggling to feel safe where they are now, as around two in five children of those surveyed by Save the Children said they face discrimination and a lack of education. Many feel they have no say over their future.
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BMC Public Health (2021) 21:299 https://doi.org/10.1186/s12889-021-10296-9
The African Development Bank has launched a consultation process with health ministers and other partners as it develops a strategy to drive enhanced access to health services across Africa through 2030.
Input from ministers in the Bank’s 54 regional member countries, development partners and c
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ivil society is expected to strengthen the Bank’s Strategy for Quality Health Infrastructure in Africa (2021-2030). A robust scoping study titled “Good Health and Well-being” underpins the strategy.
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What every clinician should know
This Curriculum Guide accompanies the Refugee and Migrant Health: Global Competency Standards for Health Workers and the Knowledge Guide to support the operationalization of the Standards. The Curriculum Guide provides guidance
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for institutions, health organizations and individuals engaged in the education and training of health practitioners and health administrators to support incorporation of the knowledge, skills and attitudes set out in the Knowledge Guide into curricula and for assessment of the achievement of the relevant learning outcomes and Competency Standards.
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Creating a common approach ro regulation, educational preparation and practice: future direction for nursing & midwifery development in the African Region
