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Annexes to the Guidelines

Annexes to the Guidelines . Operational Guidelines on Community based mental health and psychosocial support in humanitarian settings: Three-tiered support for children and families An orientation to the field test version. Objectives for this Module. To Understand:

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Annexes to the Guidelines

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  1. Annexes to the Guidelines Operational Guidelines on Community based mental health and psychosocial support in humanitarian settings:Three-tiered support for children and families An orientation to the field test version

  2. Objectives for this Module To Understand: • What is included in the 7 annexes to the guidelines

  3. Highlights from the 7 Annexes To read the Annexes in full, go to page 50 in the guidelines

  4. Annexes in the CB MHPSS Operational Guidelines

  5. Annex 1 Country Case Studies

  6. Why include case studies in the Guidelines?

  7. South Sudan

  8. The Emergency

  9. The Need: Quality Standards and Tools for Programming

  10. To address these concerns…

  11. The toolkit consists of four pillars:

  12. (Selected) Lessons Learned

  13. An Activity

  14. Read the full South Sudan case study on page 50 Based on what you’ve read, discuss: Which of the 9 circles of support do the described interventions fall under?

  15. Nepal

  16. The Emergency

  17. A few examples of messaging

  18. BHANDAI SUNDAI RADIO PROGRAMME The BhandaiSandai radio programme, aired daily by the national radio station after the earthquake, and provided MHPSS care to children and parents/ caregivers. Sponsored by UNICEF, the programme invited mental health professionals (psychiatrists, psychologists and psychosocial counsellors) to respond to queries called in by listeners. sleep inside the home.” • Source: Personal communication, UNICEF Nepal Meena is a beloved fictional character in South Asia. UNICEF developed a booklet and several videos using the Meena character that were found to be very effective in helping children with constructive coping strategies.

  19. (Selected) Lessons Learned

  20. An Activity

  21. Read the full Nepal case study on page 56 Based on what you’ve read, discuss: Which of the 9 circles of support do the described interventions fall under?

  22. Lebanon

  23. The Emergency

  24. The Need: Coordinated System Strengthening

  25. (Selected) Lessons Learned

  26. An Activity

  27. Read the full Lebanoncase study on page 62 Based on what you’ve read, discuss: Which of the 9 circles of support do the described interventions fall under?

  28. Annex 2What Other Actors Can Do - Action Sheets from IASC Guidelines for MHPSS in Emergency Settings

  29. WHAT PROTECTION ACTORS CAN DO MHPSS approaches may focus on: • Building the capacity of caregivers of children (including teachers) to better recognize and respond to protection needs • Developing functional referral networks between schools and social services • Identifying and referring children who have suffered serious protection risks or traumatic events for specialized care and support, as necessary, to help them recover • Identifying and addressing harmful behaviours • Preventing separation and prioritizing reunification with caregivers • Facilitating alternative care arrangements when necessary.

  30. WHAT HEALTH AND NUTRITION ACTORS CAN DO Health and nutrition actors can play an important role in recognizing and providing appropriate treatment and support to children and caregivers with MNS disorders or other specialized MHPSS needs. For example: • Primary care staff can provide care and treatment based upon the Mental Health GAP (mhGAP) in Humanitarian Settings standards. • Community health workers can receive training and supervision to appropriately identify, support and refer vulnerable children and families to clinical mental health care or social services. • Nutrition actors can help to identify, support and refer mothers with post-partum depression or infants and young children at risk due to protection concerns, poorgrowth or developmental disabilities.

  31. WHAT EDUCATION/ECD ACTORS CAN DO • Community dialogue and psycho-education, parent support and training to: • Provide infant and young child stimulation and facilitate active play • Facilitate basic nutrition and promote the continuation of breastfeeding • Promote bonding between infants and caregivers • Programmes to support the care of young children by their families and provide social support to caregivers.

  32. WHAT CAMP COORDINATION AND CAMP MANAGEMENT ACTORS CAN DO • Assessment that ensures MHPSS needs and resources of children and families are adequately and appropriately assessed. • Ensure all humanitarian staff working in the camps are briefed in basic MHPSS knowledge and skills to support distressed children and families and provide necessary referrals. • CCCM actors may co-chair an MHPSS coordination group in the camp to help mainstream MHPSS activities across sectors, and engage the affected community in service planning and delivery. • CCCM actors can also help to assess and address MHPSS needs and resources in host communities, and to liaise with civil society and government representatives to complement the temporary services provided in the camp setting and strengthen the MHPSS care structures in the area.

  33. WHAT WASH ACTORS CAN DO Engage girls and women (in addition to boys and men) in assessing needs and priorities around WASH facilities is the first step to ensure safe, appropriate facilities. This includes, for example: • Separate and private bathing and latrine facilities for men and women, locks on latrine doors and well lighted latrine areas help to minimize protection risks. • Water access points should be nearby and easily accessible to women and families who use them frequently for activities of daily living. • Deciding together with women and child caregivers the best placement and design of water access points can help to promote areas where women can meet each other, have dialogue and form connections.

  34. ANNEX 3: UNICEF KEY COMMITMENTS,FRAMEWORKS AND MINIMUM STANDARDS

  35. EDUCATION • INEE Minimum Standards for Education: Preparedness, Response, Recovery Handbook • MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT • Inter-Agency Standing Committee Guidelines on Mental Health and Psychosocial Support in Emergency Settings • HIV/AIDS • Guidelines for Addressing HIV in Humanitarian Settings OVERALL POLICY Core Commitments for Children in Humanitarian Action UNICEF, 2010 UNICEF’s central policy for upholding the rights of children affected by humanitarian crisis. The CCCs promote predictable, effective and timely humanitarian action through partnership between governments, humanitarian organizations and others. • UNICEF MINIMUM STANDARDS AND GUIDELINES FOR HUMANITARIAN CHILD PROTECTION • Minimum Standards for Child Protection in Humanitarian Action • GENDER-BASED VIOLENCE • Guidelines for Gender-Based Violence Interventions in Humanitarian Settings: Focusing on prevention of and response to sexual violence • Caring for Child Survivors of Sexual Abuse: Guidelines for health and psychosocial service • Conflict Sensitive Education Pack • CHILDREN WITH DISABILITIES • Children with Disabilities: Ending discrimination and promoting participation, development and inclusion

  36. For more information, on UNICEF key commitments, frameworks and standards:See Annex 3 in the Guidelines

  37. ANNEX 4: UNICEF COMMUNITYBASED MHPSS LOGFRAME

  38. For more about the MHPSS Log Frame:See the monitoring and evaluation module in the orientation or Annex 4 in the guidelines

  39. ANNEX 5: SCALABLE INTERVENTIONS

  40. What are scalable interventions?

  41. PM+ is a brief, individual intervention (also available in group format) that can help adults, including parents/ caregivers in emergencies, suffering from prolonged, disabling distress involving depression, anxiety and stress. THINKING HEALTHY is an approach developed by WHO and partners for the psychosocial management of perinatal depression GROUP IPT group interpersonal therapy, is an adaptation of well-documented, evidence-based treatment that has been used for depression and other mental health problems in different age groups and diverse community and health services

  42. ANNEX 6: THE EVOLVING HUMANITARIAN CONTEXT: RESILIENCE STRENGTHENING RESPONSES

  43. What strategies can humanitarian actors use to strengthen resilience in the face of 21st century threats?

  44. Harness the power of information technology and social media Help keep families together Reduce fear and stigma Ensure adequate professional interpretation services Provide information and training for parents Identify and connect vulnerable children and caregivers

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