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The disability and vulnerability focal points (DVFP)

AURENCHE, Benoit
et al
May 2014

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Disability and Vulnerability Focal Points (DVFPs) are one of the ways in which Handicap International addresses the need to take effective, concrete action on behalf of those made vulnerable – including people with disabilities – in emergencies. DVFPs are organised as a network including DVFP structures and almost always mobile teams, whose role is making sure that aid reaches vulnerable people, rather than waiting for vulnerable people to reach the aid. This guide is intended as a practical tool for setting up a complete DVFP mechanism

Common European guidelines on the transition from institutional to community based care|Guidance on implementing and supporting a sustained transition from institutional care to family-based and community-based alternatives for children, persons with dis

THE EUROPEAN EXPERT GROUP ON THE TRANSITION FROM INSTITUTIONAL TO COMMUNITY BASED CARE (EEG)
November 2012

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These guidelines "provide practical advice about how to make a sustained transition from institutional care to family-based and community based alternatives for individuals currently living in institutions and those living in the community, often without adequate support. The Guidelines are aimed primarily at policy and decision makers in the European Union and the neighbouring countries with responsibility for the provision of care and support services for children, people with disabilities and their families, people with mental health problems and older people"

Guidance note on disability and emergency risk management for health

WORLD HEALTH ORGANIZATION (WHO)
et al
2012

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"The Guidance note on disability and emergency risk management for health is a short, practical guide that covers actions across emergency risk management, such as risk assessment, prevention, preparedness, response, recovery and reconstruction. Developed primarily for health actors working in emergency and disaster risk management at the local, national or international level, and in governmental or nongovernmental agencies, the guidance note points out the health-related actions that are required to ensure that both mainstream and specific support are available and accessible to people with disabilities in emergencies"

Psychosocial care and support for older carers of orphaned and vulnerable children : policy guidelines

MLILO, Ncazelo
MEINTJES, Berenice
2011

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This policy guideline is "intended to offer a concise description of the concept of psychosocial support and how it relates to older carers of orphaned and vulnerable children in a time of HIV and AIDS. It offers recommended strategic focus areas which may be used to influence policies which provide support for older carers. Policy makers may find the guidelines helpful in providing ideas to effect changes that will improve the wellbeing of older carers"

Psychosocial care and support for older carers of orphaned and vulnerable children : programming guidelines

REGIONAL PSYCHOSOCIAL SUPPORT INITIATIVE (REPSSI)
HELPAGE INTERNATIONAL
2011

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"These guidelines were especially developed with the aim of impacting on the wellbeing of older carers living in situations of poverty and in a time of HIV and AIDS. The aim of this set of resource materials is to enable home based caregivers, development facilitators and peer counsellors to have relevant information and guidance on strengthening psychosocial care and support to older carers. The ideas proposed can be used individually or in groups as resource materials...The guideline comes in eight units...Each unit begins with an introductory section which gives community caregivers important background information about the topic being discussed. Each section is accompanied by four types of activities: reflection exercises, case studies, practical application and finally planning exercises and general tips...A range of annexes is appended to this guideline for more detailed reference to issues raised in the unit discussions"

Gender-based violence prevention and response : a methodological guide

BRANCHAT, Julia
DUPLESSY, Constance
2010

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This methodological guide is the result of a cross-disciplinary project to consolidate the experiences and tools on gender-based violence. As well as a general presentation of the issue of gender-based violence, this guide presents various aspects of caring for victims of violence, awareness-raising activities and arguments that can accompany those activities. It aims to facilitate the development and implementation of actions to combat gender-based violence and to enhance the quality of interventions in the field. Best practices and know-how are also highlighted. This guide will of use to anyone interested in gender-based violence and developing gender-based violence prevention and response initiatives
Note: web link will take you to a page which is in French. Scroll down the page to images of the report where French, English and Spanish links to the report are provided

Psychosocial counselling and social work with clients and their families in the Somali context : a facilitator’s guide

OFFICE OF THE HIGH COMMISSIONER FOR HUMAN RIGHTS (UNHCR)
November 2009

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This handbook is "designed to be used as training support handbook for helping professionals in the Somali context. The focus is on psychosocial needs for the rehabilitation of persons with trauma, mental health related forms of distress and those who have experienced gender based violence and gender related abuses. The guidelines, developed within a UNHCR funded programme in Somalia, are intended to assist staffs, who are concerned with providing protection and assistance to refugees and IDP"

Playgroup resource book : for children aged 3-5 years and 6-12 years

FAMILY HEALTH INTERNATIONAL (FHI) CAMBODIA
May 2009

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This book is designed to allow those facilitating the playgroup sessions the flexibility to pick and choose activities, games, songs and group lessons that are suited to the children they are working with, the time and materials available to them, and their geographical location and setting. Play can be especially important for orphans and vulnerable children (OVC) because the physical and emotional trauma they may face makes them more vulnerable to sadness and ill-health than other children. Non-structured and structured play become very important support activities for OVC because of all they can do to improve a child’s physical and emotional well-being

Violence against women and girls : a compendium of monitoring and evaluation indicators

BLOOM, Shelah
2008

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"This guide was developed for managers, organizations, and policy makers working in the field of VAW/G [Violence Against Women and Girls] program implementation and evaluation in developing countries, as well as for people who provide technical assistance to these individuals and organizations. Indicators were developed to measure the following areas within VAW/G : 1. Magnitude and characteristics of different forms of VAW/G (skewed sex rations, intimate partner violence, violence from someone other than an intimate partner, female genital cutting/mutilation and child marriage); 2. Programs addressing VAW/G by sector (health, education, justice/security, social welfare); 3. Under-documented forms of VAW/G and emerging areas (humanitarian emergencies, trafficking in persons, femicide), and preventing VAW/G (youth, community mobilization, working with men and boys). The indicators can also be used by programs that may not specifically focus on VAW/G, but include reducing levels of VAW/G as part of their aims. The indicators have been designed [to] address information needs that can be assessed with quantitative methods to measure program performance and achievement at the community, regional and national levels. While many of the indicators have been used in the field, they have not necessarily been tested in multiple settings"

WHO ethical and safety recommendations for researching, documenting and monitoring sexual violence in emergencies

WORLD HEALTH ORGANIZATION (WHO)
June 2007

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This document builds on previous WHO publications and explores the different reasons for collecting information about sexual violence in emergency situations. It applies to all forms of enquiry about sexual violence and makes a number of recommendations that are intended to ensure that the necessary safety and ethical safeguards are in place at the beginning of any information gathering exercise. The document sets out the key safety and ethical issues that need to be addressed and the questions that need to be asked. There are examples of good practice and details of further information and resources that are available. This document is not intended to be a standalone guidance document but is designed to complement existing internationally-agreed ethical guidelines for research and to inform ethics review processes

Getting started! : running a junior farmer field and life school|Empowering orphans and vulnerable children living in a world with HIV and AIDS

WIEGERS, Esther
HILL, Catherine
COLBERT, Patricia
2007

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This manual was developed from the experiences of a number of communities and organisations in southern and eastern Africa in creating Junior Farmer Field and Life Schools as a response to the growing number of orphans and vulnerable children. For many reasons these children more likely than other orphans to be at risk from malnutrition, disease, abuse, stigmatisation and sexual exploitation. The risk of sexual exploitation is particularly significant for those left alone to cope with poverty and who are forced to adopt adult roles and ensure food for the rest of the family. As parents and family members become ill, children take on greater domestic, agricultural and income generating responsibilities. HIV and AIDS has a particular impact on girls who are left to care for ailing parents, or who have to become the heads of households upon the death of caregivers. Also, as many parents are dying at a young age orphaned children are growing up without the necessary knowledge and skills for their future livelihood

Our right to be protected from violence : activities for learning and taking action for children and young people

FOUNTAIN, Susan
2007

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This booklet is aimed at adults, youth leaders and peer educators that work with groups of young people aged 12-18. It highlights information on the UN Study on Violence Against Children, and suggests many different activities that can be used when working with young people on issues of violence and abuse. The material provides useful ideas on how to communicate and talk about issues of violence and abuse for educators and youth leaders who work with youth groups

Psychosocial support training manual

WALKER, Lynn
2005

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This document recognises that psychosocial support for children affected by HIV and AIDS is as important as responding to their material needs. It explores children's experience of loss and grief, and suggests ways to deal with aggressive behaviour and to overcome stigma and discrimination. Some of the topics discussed are accompanied by useful handouts. It is designed as a training tool for professionals working directly with children or in community building projects

Clinical management of rape survivors : developing protocols for use with refugees and internally displaced persons

WORLD HEALTH ORGANIZATION (WHO)
June 2004

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"This guide describes best practices for clinical management of people who have been raped in emergency situations. It is intended for adaptation to each situation, taking into account national policies and practices, and availability of materials and drugs. This guide is intended for use by qualified health-care providers in developing protocols for the management of rape survivors in emergencies, taking into account available resources, materials, and drugs, and national policies and procedures. It can also be used in planning health-care services and training health-care providers. The document includes detailed guidance on the clinical management of women, men and children who have been raped"

Handbook for appropriate communication for behavior change. Culturally appropriate information/education/communication : elaboration and delivery

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Division of Cultural Policies and Intercultural Dialogue
2001

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This handbook is part of the UNESCO initiative on HIV and culture. It deals with building culturally appropriate information/education/communication (IEC) material and processes. It aims to tailor the content and pace of action to people's beliefs, value systems, capacity to mobilise, and to modify international and national strategies and policies, project design and field work accordingly. It gives a conceptual introduction to the issue and then presents the methodological research to be carried out (evaluation of the current activities, understanding, sensitising and mobilising cultural references and resources accordingly). It then identifies proposed target audiences and their specific characteristics. It concludes by proposing appropriate IEC models combining message elaboration and delivery

Manual : psycho-social support of orphans

MADÖRIN, Kurt
1999

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This manual is a tool for trainers to train concerned community members to assist distressed children, and to facilitate their interventions on the level of awareness, knowledge, skills and behaviour in relation to orphans. Its stated objective is to enhance the capacity of adults to listen and talk to orphans and children of terminally ill parents, and to understand their situation and their needs. In this way the community improves its capacity to cope with some of the consequences of AIDS. In the manual there are 16 modules that rely on participatory methods, each with detailed instructions for the facilitator and a handout for participants. The manual was produced by the Humuliza (Community Based Mental Health for Orphans) project team

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