Psychosocial Support Programs
|
|
- Ophelia Blair
- 5 years ago
- Views:
Transcription
1 A M E R I C A N R E D C R O S S Psychosocial Support Programs Background: While the American Red Cross has been implementing domestic disaster mental health services since the 1970s, its commitment to international psychosocial work is a more recent development. Earthquakes in El Salvador and in the Indian state of Gujarat in 2001 brought to light the critical need for psychosocial care and support to alleviate human suffering in the aftermath of large-scale disasters. The massive devastation caused by the Gujarat earthquake in particular galvanized the American Red Cross, and the generous donations of the American people helped support the first comprehensive international psychosocial program in our organization s history. Since its inception in 2001, the American Red Cross model of psychosocial support programs has evolved with an emphasis on embedding psychosocial care in our international emergency response systems, strengthening our commitment to Gujarat Earthquake Statistics Killed: 20,000 + Injured: 167,000 + Homes Destroyed: 1 Million + Affected Population: ~ 15.9 Million provide relevant psychosocial programming, and enhancing our capacity to respond to large-scale disasters As a result, when the Indian Ocean Tsunami occurred on December 26 th, 2004, the American Red Cross was able to deploy a rapid psychosocial response to the affected region. Overview: The American Red Cross psychosocial support programs target individuals and communities in disaster-affected regions. It is important to note that, unlike some other international humanitarian assistance organizations, the American Red Cross does not seek to provide direct counseling or therapy services to those affected by disasters. Rather, our programs employ participatory community development and community mobilization techniques to improve psychological and social functioning while, at the same time, enhancing psychosocial resilience in order to mitigate the impact of future disasters. The American Red Cross psychosocial support program provides financial and technical assistance to the lead implementing agencies our Partner National Societies. Activities conducted are, for the most part, carried out with groups of people and the impact of these interventions is assessed at both an individual and group level. Broadly speaking, American Red Cross psychosocial program activities fall into three categories: 1) community-based interventions, 2) school-based interventions, and 3) capacity-building interventions. These interventions are supported by material-development and documentation services that assist the organization to both reach beneficiaries with targeted culturally and linguistically appropriate messaging and to derive lessons-learned to enhance future program implementation in the psychosocial sector. Program Model SPHERE Community- Based Interventions Capacity- Building Interventions INEE Standards IASC Guidelines School- Based Interventions Currently, the American Red Cross is facilitating the implementation of psychosocial support programs in four countries: Sri Lanka, the Republic of Maldives, Indonesia, and India. Most of our current programs are related to the 2004 Tsunami but our psychosocial portfolio in India continues to support long-term recovery operations in Gujarat. One of the many challenges that we face as an organization is to maintain programmatic consistency while retaining sufficient flexibility to meet the diverse needs of different cultures and ethnic groups affected by disasters. Consequently, program implementation is tailored to address country-specific needs and contexts, but the general theory and design of our psychosocial interventions remain grounded in a common theoretical and programmatic approach. To ensure high-quality and consistent psychosocial programming, the American Red Cross is committed to implementing programs in accordance with internationally recognized standards. The most important of these include: 1) the SPHERE project standards, 2) the Interagency Network for Education in Emergencies (INEE) standards, and 3) the recently released Inter-Agency Standing Committee (IASC) Guidelines for Mental Health and Psychosocial Support in Emergencies.
2 Community-Based Interventions: Community-based interventions are the mainstay of the American Red Cross psychosocial support program and address a number of program objectives. As noted above, basic community development techniques are employed to achieve psychosocial benefits through the development and promotion of resiliency in communities and individuals. Here, resiliency is defined as the ability to recover or bounce back from adverse life events such as disasters and is related to the larger construct of psychosocial well-being in the sense that those who are better equipped to respond or react to a disaster are less likely to experience the negative psychological effects of trauma exposure. The American Red Cross psychosocial support program also engages in other activities to support psychosocial recovery at the community level. The desired impact of these additional interventions are less dependent on community mobilization techniques, but all are planned using participatory methodologies and encourage communities to take ownership of their own recovery. Specific community-based psychosocial support activities in the American Red Cross repertoire include: 1) resilience-building activities and projects, 2) sense-of-place activities, and 3) informal health and schooling activities. Resilience-Building Activities & Projects The American Red Cross psychosocial support program works with communities to facilitate activities that encourage individuals to come together to identify, plan, and meet the needs of their community. These activities promote social cohesion and communal problem-solving. Although the process is quite involved and is implemented differently in each community, the basic structure of these interventions remains reasonably constant. The work begins with the introduction of the psychosocial support team to the community and the establishment of rapport with community leaders and members. A careful assessment of communities needs and resources (frequently involving the creation of a community map) is conducted by the community itself and the psychosocial support team facilitates a planning exercise that prioritizes needs and mobilizes the community to work together to resume activities or restore social systems that existed prior to the disaster. The focus during this planning is to identify resources available within the community itself that could be utilized to meet the identified needs. The American Red Cross psychosocial support program provides financial assistance only to provide resources that the community cannot provide for itself. Importantly, emphasis is not placed on the final product of these activities, but rather on the planning and implementation process that strengthens relationships between community members, provides opportunities for individuals to share their experiences, empowers community members, and facilitates communal problem solving. Examples of community resilience-building activities carried out by the American Red Cross psychosocial support program include: 1) community center refurbishment, 2) the creation of craft groups, and 3) organizing sporting events. Sense-of-Place Activities Sense-of-place is traditionally defined as an individual s personal relationship with his or her physical surroundings. The American Red Cross psychosocial support program expands upon this definition to include individuals relationships or sense of connection with their culture, traditions, and history. These activities are particularly meaningful given the impact that large-scale disasters have on the physical environment and the ability of communities to engage in traditional cultural events. Like resilience-building activities, senseof-place activities are the product of a careful planning process that involves community members in every stage of activity development. Unlike resilience-building activities where the final product is less important than the process, however, equal weight is given to both the process and the product of sense-ofplace activities. The final outcome of these activities is meant to restore individuals connection with their physical environment and/or their cultural heritage. Specific examples of sense-of-place activities include: 1) community tree-planting projects, 2) support of culturally appropriate grieving rituals and memorial services, and 3) facilitation of cultural events such as traditional dance or community theater. 2
3 Informal Health & Schooling Activities As part of our informal health interventions, the American Red Cross psychosocial support program provides training in psychological first aid and self-care to community members and traditional healers. Psychological first aid training prepares individuals to provide sub-clinical psychological support services to disaster survivors. It is a proven intervention and is widely used throughout the industry. While psychological first aid may be useful in addressing the lingering effects of trauma exposure, it is primarily intended to equip members of the community to care for others in the immediate aftermath of future disasters. Selfcare training is designed to offset the effects of burn-out or compassion fatigue and to enable community responders to meet their own psychological needs as well as those of others. Together, these training initiatives are intended to create and support a cadre of paraprofessionals who can mount a psychosocial response immediately and more effectively in the face of subsequent disasters. Informal schooling activities provide for the basic educational needs of young children in environments where the formal education system has not yet been restored. The American Red Cross model seeks to involve older members of the community in providing educational services and also provides parents with an opportunity to meet and socialize or attend to other needs, secure in the knowledge that their children are being cared for in a safe and productive environment. School-Based Interventions: Because children, as a group, may be particularly vulnerable to the psychosocial impacts of disasters, spend significant portions of their time in schools, and because schools are often the first social institutions rebuilt, the American Red Cross psychosocial support program supplements its community-based interventions with activities designed for and with schools. Doing so enhances the program s ability to reach a critical group of beneficiaries and, more importantly, provides an opportunity to capitalize on existing resources available to communities. The school-based interventions of the American Red Cross psychosocial support program share many elements in common with the community-based interventions discussed above. Both resiliencebuilding and sense-of-place activities, for example, are used in schools to achieve similar effects as in communities. The portfolio of school-based interventions, however, also includes creative and expressive activities and crisis response planning in its efforts to assist children and teachers to recover. Resilience-Building & Sense-of-Place Activities As with communitybased activities of these types, the purpose of school-based resilience-building and sense-of-place activities is to bring people together to work collectively towards their own recovery. In schools, the American Red Cross psychosocial support program works with students and teachers to help develop projects that will encourage communal problem-solving to address issues that face the school community and that reinforce students connections with the school environment, their traditions, and culture. Children are involved in all stages of activity planning and execution. Furthermore, activities are identified on the basis of participatory assessment methods that are designed to elicit input from school-age children. Teachers and school administrators are included in the planning and implementation process as fellow members of the school community and their opinions and ideas are given equal weight as those offered by students. The financial support that is provided to schools to support these activities is meant to secure resources that the school is unable to provide for itself. Here, it is important to remember that the purpose of school-based resilience-building and sense-of-place activities is not merely to provide goods or assistance, but to facilitate program beneficiaries to make decisions about and take responsibility for their own recovery. Specific examples of such activities include: 1) hosting parent-child activity days, 2) campus beautification projects, 3) supporting traditional dance or music educational activities, and 4) school equipment refurbishment. 3
4 Creative & Expressive Activities Children are effected by and recover from disasters differently than adults. Notably, children may experience neurophysiological changes and developmental delays or set-backs as a consequence of trauma exposure. Furthermore, younger children have not yet developed language and cognitive skills necessary for the identification, expression, and processing of their emotions. The American Red Cross psychosocial support programs seek to address these special needs, in part, through creative and expressive activities. These activities help restore fine-motor coordination skills, provide opportunities for children to express themselves in non-verbal ways, and help children to socialize more appropriately with their peers and caretakers in the aftermath of disasters. In all cases, special emphasis is placed on tailoring activities to the appropriate age-level to ensure that they are enjoyable and engaging. Psychosocial support program staff work with school teachers and administrators to provide training in child development and project design and implementation so that teachers can develop activities that maximize psychosocial benefit. Financial support is provided to purchase materials necessary for these activities. Specific examples of creative and expressive activities commonly implemented in the American Red Cross psychosocial support program include: 1) drawing and painting, 2) sewing, and 3) other arts and crafts activities. Crisis Response Planning The American Red Cross psychosocial support program seeks to prepare schools to be better able to respond or react to future disasters and crises. This category of school-based interventions shares many elements in common with traditional disaster-preparedness interventions but important differences remain. The purpose of crisis response planning in the psychosocial support model is not merely to improve the safety of the school environment, but also to build resilience and protective factors within the school community so that, when subsequent crises occur, children are less likely to experience psychological distress as a consequence. As with resilience-building activities, the psychosocial benefits of crisis response planning in schools comes from the collaborative and participatory processes through which the response systems are developed and implemented. Children and school officials are the architects of each school s crisis response planning activities. Children, faculty, and staff are organized in teams, each of which serves a specific function (psychological first aid, physical first aid, assessment, evacuation, and coordination) in preparing for and responding to disasters. These teams identify threats and design and implement corrective actions. They develop contingency plans and execute preparedness drills that provide members of the school community with realistic experience responding to potential crises. Specific activities include: 1) mapping of the school environment to identify risks and resources, 2) development and dissemination of accurate response information in accessible formats, 3) administration of disaster response drills that provide experience and help identify problems in response plans, and 4) providing training (e.g., psychological first aid and self-care) to students and teachers to assist in disaster response. Capacity-Building Interventions: In addition to conducting community-based and school-based interventions, the American Red Cross psychosocial support programs engage in activities to build the capacity of our partner national societies, host national governments, and disastereffected populations to respond more effectively in meeting the psychosocial needs that will arise from future disasters. The principle vehicle for these capacity building efforts is training in a variety of forms targeting a broad range of individuals. From the most rudimentary training level to the most complex, the goal of these activities is to provide practical guidance on how to provide psychosocial support interventions to beneficiaries and how to design more programmatic psychosocial response mechanisms. Ultimately, the training programs included in the American Red Cross psychosocial support model are meant to develop the infrastructure necessary to support independent, sustainable, and culturally appropriate psychosocial programming in the countries where we work. Below, a number of the specific training interventions carried out as part of the American Red Cross psychosocial support program are discussed in greater detail. Included in all of the American Red Cross psychosocial support program training efforts are two technical areas that warrant a more general discussion, however. These are psychological first aid and psychoso- 4
5 cial self-care trainings. Embedded in each of the trainings that the psychosocial program conducts, these topics are meant to provide participants with the skills necessary to assist survivors cope with the emotional and psychological effects of disasters in their immediate aftermath (psychological first aid) while at the same time caring for their own needs as disaster responders (self-care). Together, these training components contribute to the creation of a cadre of trained paraprofessionals who can assist in mounting a psychosocial response and who can act to protect themselves from the effects of burn-out or compassion fatigue. Some of the specific capacity building interventions that incorporate these themes include: 1) operational volunteer training, 2) the Crisis Intervention training series, and 3) pre-service teacher training. Operational Volunteer Training The American Red Cross supports international psychosocial programming by training local residents to provide services and implement programs rather than sending large numbers of trained professionals to disaster-effected areas. Consequently, when the American Red Cross psychosocial support programs begin working in a country, one of the first tasks is to recruit and train volunteers to carry out programming. This model promotes sustainability and encourages capacity building of our partner national societies as trained volunteers will continue to serve as resources for future locally initiated psychosocial interventions. In addition to training in psychological first aid and self-care (mentioned above), operational volunteer training is designed to prepare participants to conduct psychosocial needs assessments, enter communities and establish relationships with key leaders, and to assist communities and schools in identifying resources already available to them. Where appropriate, orientation and induction to the Red Cross/Red Crescent movement are also included in the syllabus. In the immediate response phase, a large number of volunteers are needed to conduct assessments and meet the immediate psychosocial needs of a disaster-effected population. It is expected that many individuals who receive operational training will not be available for long-term recovery efforts. Those individuals who show particular interest in and aptitude for psychosocial programming may be invited to participate in the Crisis Intervention training series. The Crisis Intervention Training Series The American Red Cross psychosocial support program has developed a series of training courses collectively referred to as the crisis intervention training series. This graduated series of courses provides training in increasingly advanced theories and techniques of psychosocial practice. Here, the training goal is not merely to produce graduates who can implement psychosocial interventions designed by others, but rather to develop the skills necessary to lead implementation teams, design psychosocial programs independently, adjust programs as problems arise, and provide technical supervision to volunteers, and provide technical advice to national societies and/or government institutions. The crisis intervention training series includes three courses: 1) Crisis Intervention Technician Training, 2) Crisis Intervention Specialist Training, and 3) Crisis Intervention Professional Training. The last, crisis intervention professional training is the culmination of the training series and is meant to be implemented in partnership with a local university or national-level training institution to produce masters-level professionals who can not only design and implement culturally appropriate psychosocial interventions, but can make meaningful contributions to the professional and academic body of knowledge around psychosocial programming issues. In return for participation in these trainings, the American Red Cross psychosocial support program requires that participants provide a set number of hours of service within the psychosocial sector. These practicum hours not only cement learning from coursework, but also provide host national societies or governments with a ready human resource pool with identified and standardized training in psychosocial programming. Pre-Service Teacher Training Finally, wherever possible, the American Red Cross psychosocial support programs work directly with our partner national societies and host governments to insert standardized psychosocial syllabi into the curricula of teacher-training colleges. By doing so, we guarantee that a critical resource for recovery within communities and schools (i.e., teachers) are prepared with the requisite psychosocial knowledge to respond to disasters when they occur. Even more important, however, is the concept that by educating pre-service teachers on the psychosocial consequences of crises and disasters they will be able to prepare lessons and foster environments that promote psychological resilience in children. 5
EN CD/17/R6 Original: English Adopted
EN CD/17/R6 Original: English Adopted COUNCIL OF DELEGATES OF THE INTERNATIONAL RED CROSS AND RED CRESCENT MOVEMENT Antalya, Turkey 10 11 November 2017 Education: Related humanitarian needs RESOLUTION
More informationEMERGENCY RESPONSE FOR SCHOOLS Checklists
EMERGENCY RESPONSE FOR SCHOOLS Checklists For: Lafayette Parish School System Date: July 24, 2009 According to the Federal Emergency Management Agency (FEMA), there are a number of phases included in the
More informationEvaluation of the Global Humanitarian Partnership between Save the Children, C&A and C&A Foundation
Evaluation of the Global Humanitarian Partnership between Save the Children, C&A and C&A Foundation Terms of Reference Contents: I. INTRODUCTION 2 II. GLOBAL HUMANITARIAN PARTNERSHIP 3 III. SCOPE 4 IV.
More informationHospitals in Emergencies. Presented by: Dr Suci Melati Wulandari Emergency & Humanitarian Action
Hospitals in Emergencies Presented by: Dr Suci Melati Wulandari Emergency & Humanitarian Action 1 CONTENT The Regional Context What is the issue about? Why focus on keeping health facilities safe from
More informationWORLD HEALTH ORGANIZATION
WORLD HEALTH ORGANIZATION EXECUTIVE BOARD EB115/6 115th Session 25 November 2004 Provisional agenda item 4.3 Responding to health aspects of crises Report by the Secretariat 1. Health aspects of crises
More informationTalia Frenkel/American Red Cross. Emergency. Towards safe and healthy living. Saving lives, changing minds.
Talia Frenkel/American Red Cross Emergency health Towards safe and healthy living www.ifrc.org Saving lives, changing minds. Emergency health Saving lives, strengthening recovery and resilience ISSUE 2
More informationSchool Emergency Management: An Overview
School Emergency Management: An Overview Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center Office of Safe and Healthy Students (OSHS) Office of Elementary and Secondary
More informationNational Commission on Children and Disasters 2010 Report to the President and Congress August 23, Report Publication Date: October 2010
National Commission on Children and Disasters 2010 Report to the President and Congress August 23, 2010 Report Publication Date: October 2010 Executive Summary The President and Congress charged the National
More informationSchools must respond to, minimize the impact of, and prevent school and personal crises.
Self-study Survey Crises Assistance and Prevention Schools must respond to, minimize the impact of, and prevent school and personal crises. This requires school-wide and classroom-based approaches for
More informationINDIA INDONESIA NEPAL SRI LANKA
INDIA INDONESIA NEPAL SRI LANKA India Building back better: Gujarat in the aftermath of the 2001 earthquake Background A massive earthquake shook India s Gujarat state in January 2001. It affected not
More informationNorth Lombok District, Indonesia
North Lombok District, Indonesia Local progress report on the implementation of the 10 Essentials for Making Cities Resilient (2013-2014) Mayor: H. Djohan Sjamsu, SH Name of focal point: Mustakim Mustakim
More informationUNITED CHURCH OF CHRIST LOCAL CHURCH DISASTER PREPAREDNESS AND RESPONSE PLANNING GUIDELINES
UNITED CHURCH OF CHRIST LOCAL CHURCH DISASTER PREPAREDNESS AND RESPONSE PLANNING GUIDELINES The United Church of Christ local churches may use this plan as a guide when preparing their own disaster plans
More informationITT Technical Institute. NU2740 Mental Health Nursing SYLLABUS
ITT Technical Institute NU2740 Mental Health Nursing SYLLABUS Credit hours: 5 Contact/Instructional hours: 90 (30 Theory Hours, 60 Clinical Hours) Prerequisite(s) and/or Corequisite(s): Prerequisite or
More informationADDRESSING MENTAL HEALTH ISSUES IN EMERGENCY AND HUMANITARIAN SITUATIONS HOW CAN WE CONTRIBUTE AND WHAT IS THE EVIDENCE?
ADDRESSING MENTAL HEALTH ISSUES IN EMERGENCY AND HUMANITARIAN SITUATIONS HOW CAN WE CONTRIBUTE AND WHAT IS THE EVIDENCE? Dr Frances Hughes, RN, Dnurs,, ONZM WHO PIMHnet facilitator Principal Advisor Office
More informationSCHOOL CRISIS, EMERGENCY MANAGEMENT, AND MEDICAL EMERGENCY RESPONSE PLANS
In order to maintain the safety and order that is needed for a positive learning and working environment, the must clearly delineate expectations for crisis prevention, preparedness, response, and recovery
More informationAction Timeline, Training, and Support for Psychosocial/Disaster Mental Health Responders
Action Timeline, Training, and Support for Psychosocial/Disaster Mental Health Responders IPRED Psychosocial Working Group The Timeline depends in part on the type of disaster; moreover, the phases of
More informationThe earthquake that triggered what is now known as the Asian Tsunami was
WHO Conference on The Health Aspects of the Tsunami Disaster in Asia (DRAFT) Panel 1.4 Health Services Delivery: Sharing of the Singapore Experience Speaker 3: Mr Koh Peng Keng, Senior Director, Operations,
More informationEmergency Education Cluster Terms of Reference FINAL 2010
Emergency Education Cluster Terms of Reference FINAL 2010 Introduction The Government of Pakistan (GoP), in partnership with the Humanitarian Coordinator in Pakistan, is responsible for leading and ensuring
More informationEnhancing resilience in the face of disaster
Wal-Mart Stores, Inc. 2016 Global Responsibility Report Enhancing resilience in the face of disaster A little more than 10 years ago, Hurricane Katrina slammed into the Gulf Coast of the United States,
More informationJohn R. Harrald, Ph.D. Director, Institute for Crisis, Disaster, and Risk Management The George Washington University.
John R. Harrald, Ph.D. Director, Institute for Crisis, Disaster, and Risk Management The George Washington University Testimony for the Senate Homeland Security Government Affairs Committee Hurricane Katrina:
More informationTHE SEARCH SENIOR MAJOR GIFTS OFFICER INDIVIDUAL GIVING GREATER NEW YORK REGION.
www.nyredcross.org SENIOR MAJOR GIFTS OFFICER INDIVIDUAL GIVING GREATER NEW YORK REGION THE SEARCH The American Red Cross Greater New York Region (ARC-GNY) is a volunteer-led, humanitarian organization
More informationCourse Descriptions. ICISF Course Descriptions:
ICISF Course Descriptions: http://www.icisf.org/sections/education-training/coursedescriptions/ Course Descriptions Advanced Assisting Individuals in Crisis Advanced Group Crisis Intervention Assaulted
More information4th Australasian Natural Hazards Management Conference 2010
4th Australasian Natural Hazards Management Conference 2010 Advances in Psychological First Aid Dr Sarb Johal Massey University Department of Health, UK nzpsych.blip.tv sarb@equanimity.co.nz What is Psychological
More informationGLASGOW CALEDONIAN UNIVERSITY
GLASGOW CALEDONIAN UNIVERSITY PROGRAMME SPECIFICATION PRO-FORMA (PSP) 1. GENERAL INFORMATION 1. Programme Title: BSc Nursing Studies: Adult Nursing; Child Nursing; Learning Disability Nursing; Mental Health
More informationDeveloping Resilient Rural Communities: Lessons Learned and New Strategies for Emergency Preparedness and Beyond
Developing Resilient Rural Communities: Lessons Learned and New Strategies for Emergency Preparedness and Beyond Anita Chandra, Dr.P.H. and Jamie Aten, Ph.D 8 th Annual Rural Public Health Institute March
More informationCrisis. Crisis. Outcomes of Crisis Crisis is self-limiting (4-6 weeks) CHAPTER 26. Crisis. Crisis and Disaster. Crisis Intervention Foundations
The Chinese word for crisis is written by joining two ideograms together. These two ideograms make up the Chinese word for crisis. When these ideograms are presented separately they stand for two different
More informationSupport health security, preparedness planning and crisis management in EU, EU-accession and neighbouring (ENP) countries
Support health security, preparedness planning and crisis management in EU, EU-accession and neighbouring (ENP) countries Strengthening health systems crisis management capacities in the WHO European Region
More informationESF 14 - Long-Term Community Recovery
ESF 4 - Long-Term Community Recovery Coordinating Agency: Harvey County Emergency Management Primary Agency: Harvey County Board of County Commissioners Support Agencies: American Red Cross Federal Emergency
More informationRegional HEA Manager, Asia Pacific
Regional HEA Manager, Asia Pacific Location: [Asia & Pacific] [Thailand] Town/City: Bangkok Category: Project Management Job Type: Fixed term, Full-time *Position location to be determined by home country
More informationAustralian Red Cross. Emergency Services
Australian Red Cross Emergency Services Cover Image: Australian Red Cross / Rodney Dekker Published October 2015 Australian Red Cross This document may not be used, copied, reproduced or disseminated by
More informationGeorgetown University School of Nursing & Health Studies. Department of Nursing
Georgetown University School of Nursing & Health Studies Mission of Georgetown University Georgetown is a Catholic and Jesuit student-centered research university. Established in 1789, the university was
More informationCore Domain You will be able to: You will know and understand: Leadership, Management and Team Working
DEGREE APPRENTICESHIP - REGISTERED NURSE 1 ST0293/01 Occupational Profile: A career in nursing is dynamic and exciting with opportunities to work in a range of different roles as a Registered Nurse. Your
More informationITT Technical Institute. NU260 Maternal Child Nursing SYLLABUS
ITT Technical Institute NU260 Maternal Child Nursing SYLLABUS Credit hours: 8 Contact/Instructional hours: 160 (40 Theory Hours, 120 Clinical Hours) Prerequisite(s) and/or Corequisite(s): Prerequisites:
More informationHIGH LEVEL PLENARY PANEL 4
Tel. : +41 22 917 8828 Fax : +41 22 917 8964 globalplatform@un.org International Environment House II 7-9 Chemin de Balexert CH 1219 Châtelaine Geneva, Switzerland HIGH LEVEL PLENARY PANEL 4 Concept Note
More informationRESILIENT RECOVERY. 50+ countries received GFDRR support in quicker, more resilient recovery. What We Do
Public Disclosure Authorized RESILIENT RECOVERY Quicker, more resilient recovery Public Disclosure Authorized Public Disclosure Authorized What We Do Help governments strengthen recovery systems prior
More informationWHO s response, and role as the health cluster lead, in meeting the growing demands of health in humanitarian emergencies
130th session EB130.R14 Agenda item 6.15 21 January 2012 WHO s response, and role as the health cluster lead, in meeting the growing demands of health in humanitarian emergencies The Executive Board, Having
More informationA/58/320. General Assembly. United Nations
United Nations General Assembly Distr.: General 27 August 2003 Original: English A/58/320 Fifty-eighth session Item 41 (d) of the provisional agenda* Strengthening of the coordination of humanitarian and
More information2017 National Standards for Diabetes Self-Management Education and Support INTERPRETIVE GUIDANCE
2017 National Standards for Diabetes Self-Management Education and Support The provider(s) of DSMES services will define and document a mission statement and goals. The DSMES services are incorporated
More informationMARJORY STONEMAN DOUGLAS HIGH SCHOOL
MARJORY STONEMAN DOUGLAS HIGH SCHOOL VICTIMS FUND DRAFT PROTOCOL MARCH 23, 2018 The February 14 th attack at Marjory Stoneman Douglas High School was an atrocity that has devastated our community and shaken
More informationMODEL POLICY - EMERGENCY PLAN FOR SCHOOL NURSES
MODEL POLICY - EMERGENCY PLAN FOR SCHOOL NURSES MARYLAND STATE SCHOOL HEALTH SERVICES GUIDELINE JANUARY 2006 Maryland State Department of Education Maryland Department of Health and Student Services and
More informationCertificate Of Specialized Training Program
Certificate Of Specialized Training Program International Critical Incident Stress Foundation, Inc. 3290 Pine Orchard Lane, Suite 106 Ellicott City, MD 21042 Phone: (410) 750-9600 Fax: (410) 750-9601 www.icisf.org
More information3. Where have we come from and what have we done so far?
Long Term Planning Framework 2012-2015 Democratic People s Republic of Korea (DPRK) DPRK Red Cross, with the support of IFRC and its partners, assist vulnerable communities in the country through both
More informationTHE PAN-AMERICAN DISASTER RESPONSE UNIT (PADRU)
THE PAN-AMERICAN DISASTER RESPONSE UNIT (PADRU) Appeal no. 05AA040 The International Federation's mission is to improve the lives of vulnerable people by mobilizing the power of humanity. The Federation
More informationA Post-Tsunami Experience from Sri Lanka. General Secretary. Sri Lanka. Island in the. 65,610 km² 20 million people. Density - 305/km² 790/mi²
Building Resilient Communities; A Post-Tsunami Experience from Sri Lanka Dr.Vinya Ariyaratne General Secretary Sarvodaya Shramadana Movement Island in the Indian Ocean 65,610 km² 20 million people Population
More informationIncorporating Sexual and Reproductive Health into Emergency Preparedness and Planning
Women s Refugee Commission Research. Rethink. Resolve. Incorporating Sexual and Reproductive Health into Emergency Preparedness and Planning Lessons learned from national-level efforts in Haiti, Uganda
More informationAssess the individual, community, organizational and societal needs of the general public and at-risk populations.
School of Public Health and Health Services Department of Prevention and Community Health Master of Public Health and Graduate Certificate Health Promotion 2011 2012 Note: All curriculum revisions will
More informationLeader Guide and Postvention Checklist
3 Leader Guide and Postvention Checklist 1 Leaders Guide to Suicide and Postvention Checklist June 2016 Leaders Guide and Suicide Postvention Checklist Purpose: This checklist is designed to assist leaders
More informationNuclear Disaster Guidelines. for Preparedness, Response and Recovery. (Version: March 31, 2016) (English Translation)
Nuclear Disaster Guidelines for Preparedness, Response and Recovery (English Translation) (Version: March 31, 2016) CONTENTS I. Background... 1 II. Purpose and scope... 3 1. Purpose of the Guidelines...
More informationColombia Mid-Year Report
Colombia Mid-Year Report MAACO001 15 October 2012 This report covers the period 01 January 2012 to 30 June 2012 Volunteers of the Colombian Red Cross Society celebrated the benefits of the new Volunteering
More informationEmergency Support Function (ESF) 16 Law Enforcement
Emergency Support Function (ESF) 16 Law Enforcement Primary Agency: Support Agencies: Escambia County Sheriff's Office City of Pensacola Police Department Escambia County Clerk of Circuit Court Administration
More informationLeader Guide and Postvention Checklist
Leader Guide and Postvention Checklist 1 DoD Leader Guide and Postvention Checklist Purpose: This checklist is designed to assist leaders in guiding their response to suicides and suicide attempts. Research
More informationQuality Framework Supplemental
Quality Framework 2013-2018 Supplemental Staffordshire and Stoke on Trent Partnership Trust Quality Framework 2013-2018 Supplemental Robin Sasaru, Quality Team Manager Simon Kent, Quality Team Manager
More informationPresentation Outline. 1. Introduction: Disasters without. 2. Critical initial 72 hours after Disease
Masao KIKUCHI, Ph.D. Assistant Professor of Public Policy and Management Department of Public Management S h l off B School Business i Ad i i Administration i Meiji University, Tokyo, JAPAN Paper presented
More informationEmergency and Critical Incident Policy
[insert organisation name/logo] Emergency and Critical Incident Policy Document Status: Date Issued: Lead Author: Approved by: Draft or Final [date] [name and position] [insert organisation name] Board
More informationMinisterial declaration of the high-level segment submitted by the President of the Council
Ministerial declaration of the high-level segment submitted by the President of the Council Development and international cooperation in the twenty-first century: the role of information technology in
More informationPOLICY BRIEF. A Fund for Education in Emergencies: Business Weighs In. Draft for Discussion
POLICY BRIEF JUNE 2015 NO.003 A Fund for Education in Emergencies: Business Weighs In Draft for Discussion In May 2015, The Inter-Agency Network for Education in Emergencies (INEE) Secretariat invited
More informationThe Prevention and Health Promotion Strategy of the Spanish NHS: Framework for Addressing Chronic Disease in the Spanish NHS Spain
The Prevention and Health Promotion Strategy of the Spanish NHS: Framework for Addressing Chronic Disease in the Spanish NHS Spain Title in original language: Estrategia de Promoción de la Salud y Prevención
More informationMiddle East and North Africa: Psychosocial support program
Middle East and North Africa: Psychosocial support program 1. Background The Middle East and North Africa region covers 18 National Societies, divided into three sub-regions: North Africa, the Gulf and
More informationNuclear and Radiological Emergency Guidelines. Preparedness, Response and Recovery. Saving lives, changing minds.
Nuclear and Radiological Emergency Guidelines Preparedness, Response and Recovery www.ifrc.org Saving lives, changing minds. International Federation of Red Cross and Red Crescent Societies, Geneva, 2015
More informationPart 1.3 PHASES OF EMERGENCY MANAGEMENT
Part 1.3 PHASES OF EMERGENCY MANAGEMENT Four primary phases of emergency management are outlined below, relating to campus mitigation, preparedness, response and recovery activities occurring before, during,
More informationEmergency appeal operation update Ukraine: Civil unrest
Emergency appeal operation update Ukraine: Civil unrest Emergency appeal n MDRUA007 Operation update n 1 Emergency operation start date: 13 December 2013 Appeal budget: Appeal coverage: CHF 1,375,100 23%
More informationSchool Earthquake Preparedness Guidebook
School Earthquake Preparedness Guidebook State of Arkansas TABLE OF CONTENTS Introduction Section 1 Section 2 Section 3 Section 4 Section 5 Section 6 Appendix 1 Appendix 2 Appendix 3 Administrator The
More informationIASC Subsidiary Bodies. Reference Group on Meeting Humanitarian Challenges in Urban Areas Work Plan for 2012
INTER-AGENCY STANDING COMMITTEE WORKING GROUP IASC Subsidiary Bodies Reference Group on Meeting Humanitarian Challenges in Urban Areas Work Plan for 2012 Date circulated: 31/10/2011 I Narrative Summary
More informationSoutheast Asia. Appeal no. MAA51001
Southeast Asia Appeal no. MAA511 This appeal seeks 7,359,666 1 to fund programmes and activities to be implemented in 26 and 27. These programmes are aligned with the International Federation's Global
More informationAhmedabad Action Agenda for School Safety
Ahmedabad Action Agenda for School Safety SA~E, SCHOOLS Outcome document of the International Conference on School Safety 18th - 20th January, 2007 Ahmedabad, India PREAMBLE The International Conference
More informationDISASTER MENTAL HEALTH SERVICES. Nancy Schneider, MA, NCC,LPCC Jo Hillard, RN, MSW
DISASTER MENTAL HEALTH SERVICES Nancy Schneider, MA, NCC,LPCC Jo Hillard, RN, MSW Neutrality Independence Voluntary Service Unity Universality AMERICAN RED CR0SS *****************END AGENT COMMUNIQUE*****************
More informationHEALTH EMERGENCY MANAGEMENT CAPACITY
Module 3 HEALTH EMERGENCY MANAGEMENT CAPACITY INTER-REGIONAL TRAINING COURSE ON PUBLIC HEALTH AND EMERGENCY MANAGEMENT IN ASIA AND THE PACIFIC Learning Objectives By the end of this module, the participant
More informationITT Technical Institute. NU1421 Clinical Nursing Concepts and Techniques II SYLLABUS
ITT Technical Institute NU1421 Clinical Nursing Concepts and Techniques II SYLLABUS Credit hours: 6 Contact/Instructional hours: 100 (30 Theory Hours, 40 Lab Hours, 30 Clinical Hours) Prerequisite(s) and/or
More informationGLASGOW CALEDONIAN UNIVERSITY
GLASGOW CALEDONIAN UNIVERSITY PROGRAMME SPECIFICATION PRO-FORMA (PSP) 1. GENERAL INFORMATION 1. Programme Title: BSc (Hons) Nursing Studies: Adult Nursing; Child Nursing; Learning Disability Nursing; Mental
More informationFY 2013 Competitive Resource Allocation National Guidance (revised 5/11/12)
FY 2013 Competitive Resource Allocation National Guidance (revised 5/11/12) Introduction The delivery of State & Private Forestry (S&PF) programs assumes that our collective efforts are most effective
More informationBUSINESS SERVICES VP EMERGENCY MANAGEMENT CHAPTER #2 Board of Trustees Approval: 8/13/2014 POLICY Page 1 of 1
CHAPTER #2 Board of Trustees Approval: 8/13/2014 POLICY 13.01 Page 1 of 1 I. POLICY The purpose of this policy is to provide the framework for Salt Lake Community College to protect the lives and property
More informationPan-American Disaster Response Unit
Pan-American Disaster Response Unit (Appeal 01.25/2001) Click on figures to go to budget In CHF In CHF 1. Disaster Preparedness 1,672,000 Total 1,672,000 Pan-American Disaster Response Unit (PADRU) Background
More informationThe Way Forward. Towards Recovery: The Mental Health and Addictions Action Plan for Newfoundland and Labrador
The Way Forward Towards Recovery: The Mental Health and Addictions Action Plan for Newfoundland and Labrador 2 Table of Contents Introduction... 2 Background... 3 Vision and Values... 5 Governance... 6
More informationPreparing the Future Leaders of Disaster Managers
Preparing the Future Leaders of Disaster Managers AHA CENTRE EXECUTIVE PROGRAMME in ASEAN THIS PROGRAMME is an innovative and dynamic immersion-cum-on-thejob training for ASEAN professionals specialising
More informationThe IDA18 replenishment
Series The IDA18 replenishment World Bank Group (WBG) November 2016 More Information http://www.un.org/esa/ffd/ffd-follow-up/inter-agency-task-force.html Disclaimer: Issue briefs represent the views of
More informationHOUSE OF WORSHIP Mitigation & Preparedness
HOUSE OF WORSHIP Mitigation & Preparedness The Importance of Coastal Storm Readiness in NYC Faith 01 DISASTER PREPAREDNESS Why Prepare? You can t t help others if you and those in your immediate care are
More information2015 COMMUNITY SERVICES GRANTS
SOCIAL POLICY DIVISION, SOCIAL DEVELOPMENT DEPARTMENT 2015 COMMUNITY SERVICES GRANTS 2015 COMMUNITY SERVICES GRANTS INFORMATION SHEET FOR DIRECT SOCIAL SERVICES GRANTS STANDARD APPLICATION APPLICATION
More informationPaul Rusk Chair, Public Protection and Judiciary Committee. Emergency Management, 911 Merger Options
July 1, 2011 TO: Scott McDonell County Board Chair Joe Parisi Dane County Executive Paul Rusk Chair, Public Protection and Judiciary Committee FROM: RE: Travis Myren Director of Administration Emergency
More informationTERMS OF REFERENCE: SECURITY FRAMEWORK ADAPTATION -LIBYA MISSION-
TERMS OF REFERENCE: SECURITY FRAMEWORK ADAPTATION -LIBYA MISSION- Zone/Country Libya Start Date March 2017 Duration Proposition of a 3 phases consultancy - First phase : 7 days - Second phase : 2 weeks
More informationGOV. Emergencies happen all the time and even small ones can. The Role of the Board in Emergency Management. Information Bulletin #17 GOVERNANCE
Information Bulletin #17 GOV GOVERNANCE Series The Role of the Board in Emergency Management Mollie Melbourne, M.P.H., M.E.P. National Association of Community Health Centers, Inc. Washington, DC For more
More informationWHO Emergency Medical Team Initiative & related ISPRM Disaster Relief Committee activities
WHO Emergency Medical Team Initiative & related ISPRM Disaster Relief Committee activities James Gosney MD MPH Focal Point, WHO Emergency Medical Teams (EMT) [ISPRM] Immediate Past-Chair, Disaster Rehabilitation
More informationPsychiatric Mental Health (PMH) Class of 2017
Psychiatric Mental Health (PMH) Class of 2017 Specialty Specific Courses Course Number: PMH601 Course Title: Foundations of Advanced Practice Psychiatric-Mental Health Nursing Across the Lifespan Credits:
More informationMonday, July 17, BC Wildfires 2017
Monday, July 17, 2017 BC Wildfires 2017 Economic recovery is a critical area of focus for recovery as many community leaders have suggested that getting the local economy operational helps to spur community
More informationClinical Internship Accreditation Application. Internship Accreditation Oversight Committee
Clinical Internship Accreditation Application Internship Accreditation Oversight Committee Approved by the (formerly Child Life Council) Board of Directors May 2014 Clinical Internship Accreditation Application
More informationResilience & the Faith Sector
and Religious Literacy & Competency 16 th Annual Disaster Behavioral Health Conference - 2018 A look at the American religious landscape and the evolving role that religious literacy and competency play
More informationGrantee Operating Manual
Grantee Operating Manual 1 Last updated on: February 10, 2017 Table of Contents I. Purpose of this manual II. Education Cannot Wait Overview III. Receiving funding a. From the Acceleration Facility b.
More informationSupporting Nepal to Build Back Better
OCTOBER 2015 Empowered lives. Resilient nations. Supporting Nepal to Build Back Better Key Achievements in UNDP s Earthquake Response UNDP Nepal 1 2 Supporting Nepal to Build Back Better Context Two devastating
More informationDisaster Management in India
Fourth National Seminar Disaster Management in India March 21-22, 2018 Department of Public Administration Maulana Azad National Urdu University Hyderabad-Telangana About the University: Maulana Azad National
More informationMGS UNIVERSITY BIKANER
MGS UNIVERSITY BIKANER Scheme of Teaching and Examination and Courses of Study (Syllabus) For Post Graduate Diploma in Disaster Management - 2016 Scheme of Teaching and Examination and Courses of Study
More informationGianyar District, Indonesia
Gianyar District, Indonesia Local progress report on the implementation of the Hyogo Framework for Action (2013-2014) Mayor: A.A. Gde Agung Bharata Name of focal point: Valentinus Irawan Organization:
More informationReview of Psychological First Aid Trainings*
Review of Psychological First Aid Trainings* Prepared by the Center for Public Health Preparedness, School of Public Health, University at Albany In collaboration with the Institute for Disaster Mental
More informationThe Sphere Project strategy for working with regional partners, country focal points and resource persons
The Sphere Project strategy for working with regional partners, country focal points and resource persons Content 1. Background 2. Aim and objectives 3. Implementation 4. Targets 5. Risks 6. Monitoring
More informationI wanted to take this opportunity to thank the Royal Thai government for. providing the venue for this conference and for making U-Taphao airbase
I wanted to take this opportunity to thank the Royal Thai government for providing the venue for this conference and for making U-Taphao airbase available for our use during the Tsunami relief effort.
More informationFamily Nurse Practitioner (FNP) Women s Health Nurse Practitioner (WHNP) Class of 2017
Family Nurse Practitioner (FNP) Women s Health Nurse Practitioner (WHNP) Class of 2017 Specialty Specific Courses Course Number: FNP604 Course Title: Advanced Diagnosis and Management in Obstetrics Course
More informationinfant MentAl HeAltH specialist (imhs)
competency details infant MentAl HeAltH specialist (imhs) 1. Theoretical Foundations Knowledge Areas: behavior family-centered practice practice attachment, separation, trauma, grief, and loss theories
More informationHomeland Security in Israel
Homeland Security in Israel The Societal and First Responder Environments NADAV MORAG CENTER FOR HOMELAND DEFENSE AND SECURITY DEPT. OF NATIONAL SECURITY AFFAIRS NAVAL POSTGRADUATE SCHOOL Slide 1 Opening
More informationGOVERNMENT REGULATION OF THE REPUBLIC OF INDONESIA NUMBER 21 OF 2008 CONCERNING DISASTER MANAGEMENT
GOVERNMENT REGULATION OF THE REPUBLIC OF INDONESIA NUMBER 21 OF 2008 CONCERNING DISASTER MANAGEMENT NATIONAL AGENCY DISASTER MANAGEMENT (BNPB) PRESIDEN REPUBLIK INDONESIA GOVERNMENT REGULATION OF THE REPUBLIC
More informationChapter 3: Business Continuity Management
Chapter 3: Business Continuity Management GAO Why we did this audit: Nova Scotians rely on critical government programs and services Plans needed so critical services can continue Effective management
More informationLong Term Plan Service Plan for Civil Defence & Emergency Management. As at February 2018
Long Term Plan 2018-28 Service Plan for Civil Defence & Emergency Management As at February 2018 Approvals Role Name Signature and date of sign-off Activity Manager Rob Orchard Finance Manager Michael
More informationFrequently Asked Questions EU Aid Volunteers Initiative
Frequently Asked Questions EU Aid Volunteers Initiative 1 Contents Chapter 1 - What is the EU Aid Volunteers initiative?... 3 Chapter 2 Call for Proposals... 5 a. Technical Assistance and Capacity Building...
More information