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Primary Ear and Hearing Care Training Resource (ordering form)

World Health Organization (WHO) (2006) C_WHO

The WHO Training Resource on Primary Ear and Hearing Care is a new set of four training manuals aimed at equipping primary health care workers in developing countries with simple and effective methods to reduce the burden of ear and hearing disorders.

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Pastoral Care Handbook

Redding, G. Knox Centre for Ministry & Leadership (2021) CC

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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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Child Protection in Emergencies: Coordination Handbook

Global Protection Cluster (2016) CC

The Handbook is primarily addressed to child protection coordination teams, which may include coordinators, co-leads and information managers, the guidance is equally valid for all members of the child protection coordination group, including national and international nongovernmental organizations ... more

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Impact Evaluation Notes No. 1 - Introduction To Impact Evaluation

Patricia J. Rogers, RMIT University (Australia) and BetterEvaluation InterAction, The Rockefeller Foundation (2012) C3

This is the first guidance note in a four-part series of notes produced by InterAction to support management, program and M&E staff in international NGOs to plan, design, manage, conduct and use impact evaluations. This first guidance note, Introduction to Impact Evaluation, provides an overview of... more

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Prehospital trauma care systems

Sasser S,Varghese M, Kellermann A, Lormand JD. World Health Organization (2005) C_WHO

This manual provides guidance for policymakers on the issue of prehospital trauma care systems. The main areas covered include the organisation of the prehospital trauma care system, capacity development, data collection, transportation and communication, as well as ethical and legal considerations

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Infant and young child feeding

World Health Organization WHO (2009) C_WHO

Model Chapter for textbooks for medical students and allied health professionals

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Awareness and Prepaparedness for Emergencies at Local Level

UN Environment Programme (2015)

A process for improving community awareness and preparedness for technological hazards and environmental emergencies

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Healthy Timing and Spacing Of Pregnancy: A Trainer’s Reference Guide
recommended

Extending Service Delivery (ESD) Project, USAID (2010) C1

The Extending Service Delivery (ESD) project has developed Healthy Timing and Spacing of Pregnancy: A Trainer’s Reference Guide as a resource for trainers in developing in-service training for facility-based healthcare providers and community health workers (chws) who already have some basic ex... more

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Resources for Parents of Children with Visual Impairments

Perkins School For The Blind (2016) C2

Samuel P. Hayes Research Library | hayeslibrary@perkins.org | 617-972-7250 | http://www.perkins.org/researchlibrary

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CBR Training Manual
recommended

LIGHT FOR THE WORLD (2011) C1

LIGHT FOR THE WORLD is a European confederation of national development NGOs committed to saving eyesight, improving the quality of life and advocating for the rights of person with disabilities in the underprivileged regions of our world. The guidelines reflect both the ongoing developments within ... more

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Surgical Care At The District Hospital
recommended

WHO (2003) C_WHO

Promotion of the quality of clinical care through the identification, promotion and standardization of appropriate procedures, equipment and materials, particularly at district hospital level.

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CDC in Mozambique (Factsheet)

Center for Disease Control and Prevention (CDC) (2013) C1

This factsheet describes the work and activities of the Center for Disease Control and Prevention (CDC) in Mozambique as well as its impact in this country.

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Security Risk Management and Religion: Faith and secularism in humanitarian assistance

Hodgson, L. et al. ; European Interagency Security Forum (EISF) (2014) C2

Security Risk Management and Religion: Faith and secularism in humanitarian assistance examines the impact that religion has on security risk management for humanitarian agencies, and considers whether a better understanding of religion can improve the security of organisations and individuals in th... more

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Teaching Children with Disabilities in Inclusive Settings

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2015) CC

Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3

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Where, Why And For How Much: Diversity In Career Preferences Of Future Health Workers In Rwanda

Lievens, T., Serneels, P. & Butera, D. Human Resources for Health (2008) C2

Health Systems for Outcomes Publication | The government of Rwanda has identified human resources for health as one of its policy priorities. This study aims to contribute to building a better understanding of health worker choice and behaviour, and to improve evidence based polcies.

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Psychiatric stigma and discrimination in South Africa: perspectives from key stakeholders

Catherine O Egbe, C.Brooke-Sumner†, T. Kathree,et al. (2014) CC

BMC Psychiatry 2014 14:191 https://doi.org/10.1186/1471-244X-14-191

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Integrated Management of Neonatal and Childhood Illness - Facilitator Guide I

Ministry of Health and Family Welfare, Government of India; WHO; UNICEF (2009) C_WHO

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Neonatal Care Clinical Guidelines

UNICEF, World Health Organisation (WHO) (2018) CC

This first edition of our national neonatal care clinical guidelines is an initiative that aims to ensure that all the neonates in the Kingdom of Eswatini are offered standard, best quality of care and the best possible start in life. The guidelines have been formulated from various global sources a... more

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Mental Health, Mental Capacity and Human Rights: A practitioner’s guide

The British Institute of Human Rights (2016) C1

Healthy Timing and Spacing Of Pregnancy: A Trainer’s Reference Guide recommended

CBR Training Manual recommended

Surgical Care At The District Hospital recommended

Healthy Timing and Spacing Of Pregnancy: A Trainer’s Reference Guide
recommended

CBR Training Manual
recommended

Surgical Care At The District Hospital
recommended