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Comfort for Kids in the Time of Ebola : Mental Health Liberia

World Bank, (2018)


The 2014-2015 outbreak of Ebola virus disease (EVD) in Liberia resulted in over 10,000 cases and 5,000 deaths. Recognizing the importance of addressing children’s trauma, the Ebola recovery and restoration trust fund (EERTF) funded the implementation of a Comfort for kids (C4K) program which encourages psychological healing, and promotes resilience in children who have experienced a crisis or disaster. The C4K program in Liberia was implemented between January 2015 and December 2016 in fifteen townships in Montserrado County through a collaboration between Mercy Corps Liberia, the World Bank’s Liberian health task team, and the government of Liberia. C4K primarily centers on the My Story workbook and associated classroom activities, which provide children with the opportunity to express their emotions about their experiences through drawing, writing, and facilitated discussion. C4K also provides capacity building for parents, teachers, and other caretakers on how to identify and more effectively respond to children’s trauma responses and to support their recovery
https://openknowledge.worldbank.org/bitstream/hand...


Field Action Guide for Psychosocial Assessment of Children and Families in Emergencies

Regional Emergency Psychosocial Support Network & UNICEF EAPRO, (2005)


This field action guide focuses on the first psychosocial assessment to be conducted just after a calamity strikes or just after a major event in an ongoing armed conflict. While it is necessary to update that initial assessment as the emergency situation evolves through the different phases of recovery (briefly outlined in the “phase chart”), this mini book is meant to guide the formation of a team to assess the psychosocial as well as physical needs of children, their families and the communities and then the recommendations the team makes for ensuing support.
http://mhpss.net/wp-content/uploads/group-document...


A.1 Этика и международная детская и подростковая психиатрия

Adrian Sondheimer, Joseph M Rey, Переводчик: Константин Мужановский, Eds.: International Association for Child and Adolescent Psychiatry and Allied Professions, (2015)


Тщательно взвесив все за и против, мы предлагаем в начальной главе первого учебника по детской и подростковой психиатрии IACAPAP сосредоточить внимание на взаимоотношениях между этой областью знаний и этикой. Несмотря на то, что эта, посвященная этике, глава обращена главным образом к практикующим врачам, большинство приве- денных здесь этических проблем обсуждены применительно также и к другим профессионалам, работающим в психиатрии и принимающим участие в процессе лечения детей и подростков (например, психологам, социальным работникам, среднему медицинскому персоналу, терапевтам).
http://iacapap.org/wp-content/uploads/A.1-ETHICS-%...


Guide to the Evaluation of Psychosocial Programming in Emergencies

UN Children's Fund UNICEF, (2009)


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 their 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.
https://resourcecentre.savethechildren.net/sites/d...


Tree of Life

Catholic Relief Services CRS, REPSSI, (2018)


A workshop methodology for children, young people and adults The “Tree of Life” is a psychosocial support tool based on narrative practices that is designed to help participants accept the hardships of their past and identify the strengths that can help them achieve a better future. It uses the different parts of a tree as metaphors to represent the different parts of our lives. The workshop generally takes one day. Participants draw their own “Tree of Life” in which they get to speak of their ‘roots” (where they come from), their skills and knowledge, their hopes and dreams and the special people in their lives
https://www.crs.org/our-work-overseas/research-pub...


Психосоциальная поддержка в кризисной ситуации

Сергей Богданов, Оксана Залесская , Eds.: Детский фонд ООН UNICEF, Всеукраинский союз молодежных общественных организаций,«Христианская ассоциация молодых людей Украины» (YMCA Украины, (2015)


В книге представлены теоретические и практические материалы о детских реакциях на травматические события, пути помощи ученикам в рамках образовательного процесса. Материалы рассчитаны на психологов, социальных педагогов и учителей.
https://www.ukma.edu.ua/images/pics/centers/mhpsc/...


Psychological first aid for schools: Field operations guide, 2nd Edition

Brymer M., Taylor M., Escudero P., Jacobs A., Kronenberg M., Macy R., Mock L., Payne L., Pynoos R., & Vogel J. , Eds.: National Child Traumatic Stress Network (NCTSN) & National Center for PTSD, (2012)


National Child Traumatic Stress Network National Center for PTSD | The field of school safety and emergency management has evolved significantly over the past decade. Tragically, acts of violence, natural disasters, and terrorist attacks have taught us many lessons. We also know that other types of emergencies can impact schools, including medical emergencies, transportation accidents, sports injuries, peer victimization, public health emergencies, and the sudden death of a member of the school community. We now recognize the need for school emergency management plans that are up-to-date and take an “all-hazards” approach with clear communication channels and procedures that effectively reunite parents and caregivers with students. We have also learned that preparing school administrators, teachers, and school partnering agencies before a critical event is crucial for effective response, the value of ongoing training and emergency exercises, and that having intervention models that address the public health, mental health, and psychosocial needs of students and staff is essential to a safe school environment and the resumption of learning.
https://www.nctsn.org/sites/default/files/resource...


Перша психологічна допомога

National Child Traumatic Видавництво “Друкарські куншти, Stress Network and National Center for PTSD, Інститут психічного здоров’я українського католицького університету видавнича серія «психологія. психіатрія. психотерапія», (2015)


Видання адресоване не тільки психологам та соціальним працівникам, але й усім, хто може стикатися з надзвичайними ситуаціями, стихійними лихами та катастрофами або іншими масовими трагедіями: працівникам служби з надзвичайних ситуацій, лікарям та іншому медичному персоналу, медицини катастроф та й усім лікарям загальної практики, військовослуж-бовцям, волонтерам та багатьом іншим.
http://ipz.org.ua/wp-content/uploads/2017/12/persh...


Understanding Refugee Trauma: For School Personnel

The National Child Traumatic Stress Network, Eds.: NCTSN, (2003)


Trauma can affect a refugee child on an individual, classroom, school, and family level. However, just because a student is a refugee, it does not mean he or she has experienced trauma and/or will exhibit symptoms related to trauma. Many refugee children adjust very well to new school settings and often quickly pick up language and cultural norms in the school setting.
https://www.nctsn.org/sites/default/files/resource...


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