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UNICEF Programming for Psychosocial Support - Frequently Asked Questions

United Nations International Children's Emergency Fund (UNICEF) (2005)

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... more

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State of the world's nursing 2020: Investing in education, jobs and leaderships

Organisation mondiale de la Santé (2020) C_WHO

Nurses are critical to deliver on the promise of “leaving no one behind” and the global effort to achieve the Sustainable Development Goals (SDGs). They make a central contribution to national and global targets related to a range of health priorities, including universal health coverage, mental... more

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Policy Brief: The impact of COVID-19 on older persons

United Nations (2020) C2

The COVID-19 pandemic is causing untold fear and suffering for older people across the world. As of 26 April, the virus itself has already taken the lives of some 193,710 people, and fatality rates for those over 80 years of age is five times the global average. As the virus spreads rapidly to devel... more

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Intervention manual for the integrated managment of skin neglected tropcial diseases

Countdown (2021) CC

This manual details a collaboratively developed intervention to detect and refer Buruli ulcer, Hydrocele, Leprosy and Lymphedema cases through the use of integrated approaches at community levels. This intervention has been developed as part of the consortium in partnership with the Nigerian Feder... more

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Helping Traumatized Children Learn: A Report and Policy Agenda
recommended

Massachusetts Advocates for Children Sixth printing (2009) C1

"Helping Traumatized Children Learn is the result of an extraordinary collaboration among educators, parents, mental health professionals, community groups, and attorneys determined to help children experiencing the traumatic effects of exposure to family violence succeed in school."

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Checklist and reference list for developing and reviewing a national strategic plan for HIV

UNAIDS (2020) C_WHO

The checklist and reference list has two parts: high-level cross-cutting content (Part A) and specific programme content (Part B). Part A applies to all countries and contains situation and response analysis, the NSP development process, the goal, targets and priority-setting of the NSP and the prin... more

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National Implementation Guidelines for HIV and STI Programming Among Young Key Populations

NASCOP (National AIDS & STI Control Programme), Kenya (2018) CC

These guidelines were developed as part of Kenya's fast-track plan to end AIDS among adolescents and young people. Based on research into adolescent and young key populations in Kenya and elsewhere, they outline a package of HIV prevention services, and emphasize the need to combine biobehavioural i... more

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How to support survivors of gender-based violence when a GBV actor is not available in your area

Inter-Agency Standing Committee (2023) CC

KEY MESSAGES Always talk to a GBV specialist first to understand what GBV services are available in your area. Some services may take the form of hotlines, a mobile app or other remote support. Be aware of any other available services in your area. Identify services provided by humanitarian pa...rtners such as health, psychosocial support, shelter and non-food items. Consider services provided by communities such as mosques/ churches, women’s groups and Disability Service Organizations. Remember your role. Provide a listening ear, free of judgment. Provide accurate, up-to-date information on available services. Let the survivor make their own choices. Know what you can and cannot manage. Even without a GBV actor in your area, there may be other partners, such as a child protection or mental health specialist, who can support survivors that require additional attention and support. Ask the survivor for permission before connecting them to anyone else. Do not force the survivor if s/he says no. Do not proactively identify or seek out GBV survivors. Be available in case someone asks for support. Remember your mandate. All humanitarian practitioners are mandated to provide non-judgmental and non-discriminatory support to people in need regardless of: gender, sexual orientation, gender identity, marital status, disability status, age, ethnicity/tribe/race/religion, who perpetrated/committed violence, and the situation in which violence was committed. Use a survivor-centered approach by practicing: Respect: all actions you take are guided by respect for the survivor’s choices, wishes, rights and dignity. Safety: the safety of the survivor is the number one priority. Confidentiality: people have the right to choose to whom they will or will not tell their story. Maintaining confidentiality means not sharing any information to anyone. Non-discrimination: providing equal and fair treatment to anyone in need of support. If health services exist, always provide information on what is available. Share what you know, and most importantly explain what you do not. Let the survivor decide if s/he wants to access them. Receiving quality medical care within 72 hours can prevent transmission of sexually transmitted infections (STIs), and within 120 hours can prevent unwanted pregnancy. Provide the opportunity for people with disabilities to communicate to you without the presence of their caregiver, if wished and does not endanger or create tension in that relationship. If a man or boy is raped it does not mean he is gay or bisexual. Gender-based violence is based on power, not someone’s sexuality. Sexual and gender minorities are often at increased risk of harm and violence due to their sexual orientation and/or gender identity. Actively listen and seek to support all survivors. Anyone can commit an act of gender-based violence including a spouse, intimate partner, family member, caregiver, in-law, stranger, parent or someone who is exchanging money or goods for a sexual act. Anyone can be a survivor of gender-based violence – this includes, but isn’t limited to, people who are married, elderly individuals or people who engage in sex work. Protect the identity and safety of a survivor. Do not write down, take pictures or verbally share any personal/identifying information about a survivor or their experience, including with your supervisor. Put phones and computers away to avoid concern that a survivor’s voice is being recorded. Personal/identifying information includes the survivor’s name, perpetrator(s) name, date of birth, registration number, home address, work address, location where their children go to school, the exact time and place the incident took place etc. Share general, non-identifying information To your team or sector partners in an effort to make your program safer. To your support network when seeking self-care and encouragement. more

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Kasai: A Children’s Crisis – Coping with the impact of conflict in the Democratic Republic of the Congo

United Nations Children’s Fund (UNICEF) (2018)

UNICEF CHILD ALERT May 2018
As part of a UNICEF series highlighting the challenges faced by children in current crisis situations, this Child Alert examines the situation of children affected by violent conflict in Kasai region, Democratic Republic of the Congo. The alert outlines what UNICEF a... more

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Dementia - A public health priority

World Health Organization; Alzheimer's Disease International (2012) C_WHO

The report “Dementia: a public health priority” has been jointly developed by WHO and Alzheimer's Disease International. The purpose of this report is to raise awareness of dementia as a public health priority, to articulate a public health approach and to advocate for action at international a... more

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Comprehensive Literature Review on Village Based Health Workers in Myanmar: Extending Services to Communities

The Republic of the Union of Myanmar, Ministry of Health and Sports (2017) C1

The main goal of the National Health Plan (NHP) 2017-2021 is to extend access to a basic Essential Package of Health Services (EPHS) to the entire population while increasing financial protection. In order to extend service delivery to all communities, the NHP calls for all health workers (whether c... more

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VISHRAM. Vldarbha Stress and Health Program

N. Chowdhary, S. Schmelzl, S.Gangale, et al. (2018) CC

Training Manual for Community Health Workers

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Global action plan on the public health response to dementia 2017-2025

World Health Organization WHO (2017) C_WHO

Areas for action include: increasing prioritisation and awareness of dementia; reducing the risk of dementia; diagnosis, treatment and care; support for dementia carers; strengthening information systems for dementia; and research and innovation.

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Helping Health Workers Learn

Werner, D. and B. Bower Hesperian Health Guides (2012) C2

A book of methods, aids, and ideas for instructors at the village level An indispensable resource for health educators, this book provides hundreds of methods, aids, and learning strategies to make health education engaging and effective, encouraging community involvement through participatory edu... more

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Guidance Note on Youth Integration into the Women Friendly Health Spaces (WFHS)

United Nations Population Fund UNFPA (2023) CC

UNFPA has been implementing programming for women and girls through Women Friendly Health Spaces (WFHSs), which provide access to critical services, information and support. The WFHS is providing: psychosocial counseling services; awareness raising sessions on PSS in the community; and life skills &... more

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Inclusion made easy in eye health programs

Christoffel-Blinden Mission (CBM) Christoffel Blinden Mission (CBM) (2015) CC

Disability inclusive practices for strengthening comprehensive eye care

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The Missing Billion. Access to Health Services for 1 Billion People with Disabilities

Kuper, H.; and P. Heydt (2019) CC

One billion people around the world live with disabilities. This report makes the case that they are being “left behind” in the global community’s work on health. This lack of access not only violates the rights of people with disabilities under international law, but UHC and SDG 3 cannot be a... more

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Stigma toward mental illness in Latin America and the Caribbean: a systematic review

Franco Mascayano, Thamara Tapia, Sara Schilling, Rubén Alvarado, Eric Tapia, Walter Lips, Lawrence H. Yang Revista Brasileira de Psiquiatria (2016) CC

Stigma toward individuals with mental disorders has been studied extensively. In the case of Latin America and the Caribbean, the past decade has been marked by a significant increase in information on stigma toward mental illness, but these findings have yet to be applied to mental health service... more

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WHO global disability action plan 2014-2021. Better health for all people with disability

World Health Organization (WHO) (2015) C_WHO

he WHO global disability action plan 2014-2021 is a significant step towards achieving health and well-being and human rights for people with disabilities. The action plan was endorsed by WHO Member States in 2014 and calls for them to remove barriers and improve access to health services and progra... more

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Measuring Health and Disability - Manual for WHO Disability Assessment Schedule (WHODAS 2.0)

Üstün, T.B., Kostanjsek, N., Chatterji, S. & Rehm, J. WHO (2010) C_WHO

This manual summarizes the methodology used to develop WHODAS 2.0 and the findings obtained when the schedule was applied to certain areas of general health, including mental and neurological disorders. The manual will be useful to any researcher or clinician wishing to use WHODAS 2.0 in their prac... more

Helping Traumatized Children Learn: A Report and Policy Agenda recommended

Helping Traumatized Children Learn: A Report and Policy Agenda
recommended