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Paediatric blast injury field manual

THE PAEDIATRIC BLAST INJURY PARTNERSHIP
2019

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The Field Manual has been created to provide technical guidance for those with medical training.  It enables the user to adapt their knowledge to the treatment of severely injured children.  It has paediatric-specific sections on:

  • Pre-hospital care and transport
  • Damage control resuscitation, surgery and intensive care
  • Surgery (thoraco-abdominal, limb, burns)
  • Neurological injury
  • Ward care
  • Rehabilitation
  • Psychosocial support
  • Ethics and safeguarding

The Manual is also intended for use by anyone who is required to plan for the treatment of severely injured children, so they can see the resources, training and equipment that is required in a medical facility likely to receive blast injured children.

Mobilising communities on young people’s health and rights : an advocacy training guide

FAMILY CARE INTERNATIONAL
June 2008

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"The Training Guide was developed as a tool for ‘Mobilising Communities for Young People’s Health and Rights: An Advocacy Toolkit for Programme Managers’, which is designed to assist programme planners and managers in designing, conducting, and evaluating advocacy campaigns to advance the implementation of existing policies, with a specific focus on young people’s sexual and reproductive health (SRH) and rights. The Training Guide was developed with the view that community-based advocacy is a crucial intervention, and that much more needs to be done to equip grassroots groups, networks, and organisations with the information and advocacy skills to demand that community needs and priorities be addressed. The Training Guide is specifically designed for use with community-based organisations, youth groups, and other grassroots partners that are interested in improving access to SRH information and services for youth. The five-day training leads participants through the essential steps in designing and planning an advocacy campaign. The Training Guide includes a number tools specifically designed to help grassroots partners formulate advocacy goals and objectives, and map out a comprehensive advocacy plan"

Participatory evaluation with young people

CHECKOWAY, Barry
RICHARDS-SCHUSTER, Katie
2005

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This workbook contains practical tools and learning activities to help young people 'learn for change' through good participatory evaluation practices. It is based on the premise that evaluation is an everyday experience for most young people and that it is crucial that they participate in the decisions that affect their lives. The suggested evaluation questions, methods of gathering information, exercises and other hands-on problem-solving tools are designed for small groups and training workshops. Although based on community development experience in the United States, these methods are easily adaptable to development work in the South

Facilitator's guide for participatory evaluation with young people

CHECKOWAY, Barry
RICHARDS-SCHUSTER, Katie
2005

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This guide is intended for use in conjunction with the workbook 'Participatory evaluation with young people', and provides additional information for trainers and facilitators. Although evaluation is an every-day experience for most young people, they are often unaware of it as evaluation, lack adequate experience or perceive it as a negative process defined and controlled by adults. Through an interactive and participatory approach this document aims to help young people to be active participants in their own learning. Although based on community development experience in the United States, these methods are easily adaptable to development work in the South

Fun inclusive : sports and games as means of rehabilitation, interaction and integration for children and young people with disabilities

IKELBERG, Jenny
et al
2003

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This handbook looks at the activities used in the GTZ (German Agency for Technical Co-operation) pilot project called "Rehabilitation through sports activities for children and young people in war-affected countries". The project aimed to strengthen disabled children both physically and mentally by promoting their rehabilitation, social integration and capacity for self help. The handbook provides basic guidelines for the implementation of sports and games as a means of rehabilitation and integration, building on the experiences from workshops in Angola and Cambodia, which tested 12 games. It includes an evaluation sheet that can be adapted and used

The role of education in promoting sexual and reproductive health

WARWICK, Ian
AGGLETON, Peter
June 2002

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This good practice guide explores the challenges facing practitioners and policy-makers in resource-constrained countries who are trying to develop educational initiatives aimed at promoting the sexual and reproductive health of young people. This resource sets out good practice guidelines for work in school settings, out-of-school contexts and in higher education. These guidelines are illustrated by examples of innovative practice from across the world

Working with young men to promote sexual and reproductive health

RIVERS, Kim
AGGLETON, Peter
January 2002

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Gender is increasingly acknowledged to be central to understanding young people's experiences of sexual relationships and health. This good practice guide sets out: what we know about young men’s experience of sexual health (informed by research done in different regions across the world); different approaches to working with young men (illustrated by case studies of projects in Latin America, Africa and Asia). Policy-makers, practitioners and researchers working to promote young people's sexual health in resource-constrained settings will find this resource particularly useful

Life skills education for children and adolescents in schools : introduction and guidelines to facilitate the development and implementation of life skills programmes

WORLD HEALTH ORGANIZATION (WHO). Department of Mental Health and Substance Abuse
1994

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This publication focuses on the teaching of daily living skills to children and young people in schools. It is therefore targeted at those organisations involved in school curriculum development, health education, and the development of school-based health and social interventions. Although directed at schools it can be adapted and interpreted to guide the development of life-skills education for children and adults elsewhere

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