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The aim of this study is to analyse the consequences after one year of the pandemic on a group of children and adolescents assessed at the beginning of the pandemic in 2020 and to determine the most effective ways of psychologically coping with this pandemic.
In the brochure, you will find the basic rules of safety, hygiene, nutrition, vaccination, psychological support - the answers to the questions that are currently most relevant are collected in one material prepared by UNICEF with the support of the United States Agency for International Development (USAID).
Catholic Relief Services has developed a Psychological First Aid in An Emergency Context training, including Facilitators Guide and PPT. The training has been structured to provide a foundational understanding of how to provide psychological first aid in an emergency context. It is based upon the World Health Organizations Psychological First Aide Guide for Field Workers (2011) and has been adapted specifically for the response in Moldova to support refugees fleeing from Ukraine.
It is starting to be recognised that young people with mental health and/or intellectual disabilities making the transition to adulthood from out-of-home care require focused attention to understand their needs and service requirements. Within the UK jurisdiction of Northern Ireland (NI), young people with mental health and/or intellectual disabilities are over-represented in the population of care leavers and yet very little is known about their specific needs. The overall aim of the study reported here was to examine the profile of care leavers with mental health and/or intellectual disabilities in order to better inform how best to configure child and adult service systems to meet their transitional needs.
The COVID-19 pandemic had widespread effects, including enhanced psychosocial stressors and stay-at-home orders which may be associated with higher rates of child abuse. The researchers aimed to evaluate rates of child abuse, neglect, and inadequate supervision during the COVID-19 pandemic.
The WHO European Framework for Action on Mental Health (EFAMH), covering the period 2021–2025, sets out a response to current mental health challenges arising from the negative impact that the COVID-19 pandemic has had on population mental health and well-being. The EFAMH provides a coherent basis for intensified efforts to mainstream, promote and safeguard mental well-being as an integral element of COVID-19 response and recovery; to counter the stigma and discrimination associated with mental health conditions; and to advocate for and promote investment in accessible quality mental health services. Implementation and monitoring of this Framework for Action will be powered by the Pan-European Mental Health Coalition, a flagship initiative of the European Programme of Work 2020–2025. Draft of this document was tabled as a background document for the discussion on mental health during the 71st session of the Regional Committee for Europe, Virtual session, 13–15 September 2021.
Since the start of war in Ukraine, more than 4 million people have fled, half of whom are children. As of today there is the Mylifejourneybook for these children: an activity book in which children can write their experiences of the journey, but also their memories of Ukraine and their hopes for the future. The book can be downloaded free of charge for everyone at www.lifebookforyouth.com/mylifejourneybook
The resource provides information about the care and support of lesbian, gay, bisexual, transgender and questioning children and youth.
"Left-behind children" refer to children whose parents or one of them go out to work in the city all year round. Due to the education conditions in the city, they stay alone in the countryside. Because they are separated from their parents all the year round, the lack of good family education in their growth environment has brought many negative effects on their growth and also caused more serious social problems. It can be seen that the research on the family education of left-behind children in rural areas is very necessary. Therefore, this study takes G Village in Guizhou Province as an example. This study includes literature review and a interview of 40 left-behind children and 20 guardians in G Village, Guizhou Province. Also, the physical and mental health and safety hazards of left-behind children and their causes were analyzed.
There are a multitude of stakeholders involved in the protection, education, mental health and psychosocial care of children for children in low- and middle-income countries. This article presents how the current medical and public health models for child mental healthcare, do not adequately address the complexities of child protection and mental health. It argues for mental health professionals to: (a) recognise the role of Adverse Childhood Experiences (ACEs) in mental health morbidity; (b) adopt an alternative approach, namely that of transdisciplinarity, to enable more effective solutions to children’s psychosocial and mental health issues, through systemic reform and transformation.