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A Guide for Humanitarian, Health Care, and Human Rights Workers
John H. Ehrenreich (2002)
This manual is intended to help humanitarian aid workers, rescue and relief workers, health workers, journalists, human rights workers, and others who have frequent contact with traumatized people act in ways that both help the traumatized cope with their own traumatization and meet their own emotional needs. (32 pages, .pdf) To top

A Guidebook for Clinicians and Administrators
Bruce H. Young, Julian D. Ford, Josef I. Ruzek, Matthew J. Friedman, and Fred D. Gusman (2000)
This guidebook is an introduction to the field of disaster mental health for clinicians and administrators. Practical guidelines and background information are provided to assist you and/or your organization.
(both in .html and .pdf) To top

A Handbook on Planning Projects to Prevent Child Trafficking
Terre des hommes, Dottridge Mike 2007
Although a lot has been learnt already about practical ways in which adults and children who have been trafficked can be protected and assisted, much less attention has been given in recent years to drawing lessons about what techniques succeed in preventing trafficking from occurring. As a result, donors seem reluctant to invest money in efforts to prevent child trafficking, even though they are familiar with the old adage, “prevention is better than cure”. Giving prevention more attention means improving the quality of preventive work, as well as increasing the amount of work being done. This handbook is a contribution towards that improvement, distilling some of the lessons which have already been learnt by many different organisations. To top

A Practical Approach to Gender Based Violence : A Programme Guide for Health Care Providers and Managers
UNFPA 2001, A sizeable proportion of women, worldwide, have experienced GBV. However, many women will not mention violence unless asked directly. Yet, few health care providers have been trained to address these difficult issues with their clients and few clinics have activities that specifically address the needs of victims of GBV. To help break the silence we are embarking on an innovative strategy to assist survivors of violence by integrating the assessment and treatment of GBV into Reproductive Health services. To top

A structured group therapy programme to assist vulnerable children affected by HIV/AIDS, poverty and violence
University of Natal, Pietermaritzburg, South Africa (2003)
Children benefit greatly from having routines in their world, as it is through the use of routines that the world becomes a predictable and therefore safe place to be. Therefore in the therapy session, a routine that is strictly adhered to, is important in order to establish feelings of predictability, safety and therapeutic frame. Children find this both helpful and reassuring.
(209 pages, .pdf) To top

Access to health care for asylum seekers - BMA
British Medical Association (BMA) has produced this guidance note in response to queries from doctors treating asylum seekers. (This particular briefing only addresses the rights of asylum seekers and not broader questions of the eligibility of overseas visitors to receive medical treatment in the UK). To top

After the Cameras Have Gone - Children in Disasters: Summary
By Plan UK (2003)
An estimated 77 million children under 15, on average, had their lives severely disrupted by a natural disaster or an armed conflict, each year, between 1991 and 2000. Millions of children were made homeless, lost loved ones, received injuries, witnessed or experienced violence and suffered scarring psychological traumas.
(9 pages, .pdf) To top

After the Tsunami: Integrating Psychosocial Programming Within Humanitarian Response
The Psychosocial Working Group (2005)
The earthquake and tsunami of 26 December 2004 brought great devastation to innumerable communities bordering the Indian Ocean. As humanitarian efforts continue to support relief and,
increasingly, reconstruction work within these communities there is great awareness of the human dimensions of this disaster.
(2 pages, .pdf) To top

Background Information on Sexual Violence used as a Tool of War
UN Prevent Genocide Rawanda
The victims of modern armed conflict are far more likely to be civilians than soldiers. According to UN Action Against Sexual Violence in Conflict, the vast majority of casualties in today’s wars are among civilians, mostly women and children. Women in particular can face devastating forms of sexual violence, which are sometimes deployed systematically to achieve military or political objectives(2 pages). To top

Care & Protection of Children in Emergencies. A Field Guide
Save the Children, (2001) Carl Triplehorn
This field guide is one in a series compiled by Save the Children (SC) as part of its Children and War Capacity Building Initiative. The SC Children in Crisis Unit developed this initiative in order to support SC staff in responding to the priority care and protection needs of children and adolescents during new emergencies and in situations of chronic armed conflict or displacement.
(92 pages, .pdf) To top

Caring for Refugees and Survivors of Torture
Boston Center for Refugee Health and Human Rights (2005)
Learning Objectives:
*To understand the scope and magnitude of human right violations
*To recognize signs and symptoms
*To learn how to approach these patients
*To be aware of resources available for this population To top

Challenging Impunity for Torture
By REDRESS (2000)
A Manual for bringing criminal and civil proceedings in England and Wales for torture committed abroad.
(236 pages, .pdf) To top

Child Refugees in Europe
ECRE and The Therapy Centre for Torture Victims, Caritas Cologne Refugee Counselling Association(2002)
Brigitte Brand-Wilhelmy, Dorothea Irmler, Hubertus Adam, Torsten Lucas,
Birgit Möller, Peter Riedesser
Guidelines on the psychosocial context, Assessment of and Interventions for Traumatised Children and Adolescents.
(72 pages, .pdf) To top

Child Soldiers - Care & Protection of Children in Emergencies
Save the Children Federation (2001) Mark Lorey
Every day it is estimated that some 5000 children are newly displaced due to conflict somewhere in the world. Many may be able to flee violence with their families, but an increasing number become separated and are being recruited into armed groups as a result of war erupting.
(84 pages, .pdf) To top

Children and Armed Conflict
International Bureau for Children`s Rights (2002) Rachel Harvey
A guide to international humanitarian and human rights law.
(92 pages, .pdf) To top

Children and Disaster; Teaching Recovery Techniques
Patrick Smith, Atle Dyregrov, William Yule, 2002. This manual and accompanying workbook will help you to provide assistance for large numbers of children as quickly as possible. It is designed to help you teach children in a step by step practical way to develop some skills and techniques which are helpful in coping with the psychological effects of disastrous events. It should be clear that this is not a treatment manual, but is designed to prevent the need for later treatment: children who have learned and practiced the techniques contained here will be less likely to need specialist treatment services in the future (pdf. 84 pages). To top

Children and armed conflict –a guide to international humanitarian and human right s law
International Bureau for Children’s Rights IBCR 2010
The Security Council has focused on six grave violations against children in current warfare: killing and maiming, sexual violence, recruitment and use, denial of humanitarian access, abduction and attacks on schools and hospitals. This Guide sets out the standards and principles guaranteeing the most fundamental rights of children in armed conflict (pdf, 458 pages). To top

Children and armed conflict: a guide to international humanitarian and human rights law
International Bureau for Children’s Rights 2010
The update of the Guide on Children and Armed Conflict is a welcome effort to record developments with regard to the normative framework that guides international action on children and armed conflict. The last decade has seen major developments in this regard and the issue of children and armed conflict has united Member States across continents in their determination to take firm action, especially against perpetrators (458 pages, pdf). To top

Children and transitional justice - Truth-Telling, Accountability and Reconciliation
UNICEF 2010, The damage to the lives of children caused by the worst impacts of armed conflict cannot be fully repaired, but much has been done to protect children and enable them to better protect themselves (445 pages, pdf). To top

Community Crisis Response Team Training Manual
By Marlene A. Young, US. Department of Justice (1998)
A training manual exploring the emotional aftermath of such crisis as mass murders, natural disasters, and other catastrophe affecting a community. To top

Community based psychological support - a training manual
The International Federation of Red Cross and Red Crescent Societies IFRC RC(2009) Nana Wiedemann et al. This training manual builds on the experience of psychological support gathered in many different critical events over the last decade by National Societies, and covers more recently developed technical areas as well as recommended methodologies. To top

Compilation of psychosocial training materials for the emotional well-being of orphans and vulnerable children
Family Health International, Lusaka, Zambia (2001)
All children are faced with emotional experiences and challenges as a part of their development. However, orphans and other vulnerable children face specific challenges unique to their own circumstances much of which are brought on by extreme poverty and/or the illness and death of parent(s) or guardian.
(97pages, .doc) To top

Comprehensive Attention to Victims of Torture in Cases under Litigation
Inter-American Institute of Human Rights 2009
How do we deal with the issue of victims of torture so that litigation is a healing process per se? How do we provide comprehensive support in their search for justice and truth? Answering these questions is an objective of this book, which presents a review of the question of torture and its consequences with respect to litigation before the inter-American system for the protection of human rights. Our intention, on the one hand, is to emphasize the psychological and social dimensions of acts of torture and, on the other, to foster an interdisciplinary dialogue that would promote a broad perspective that captures the different aspects of this painful and complex reality (pdf, 414 pages). To top

Considerations in Planning Psychosocial Programs
By the The Psychosocial Working Group Psychosocial Support (2003)
(4 pages, .pdf) To top

Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment
United Nations High ommissioner for Human Rights (1984)
Adopted and opened for signature, ratification and accession by UN General Assembly resolution 39/46 of 10 December 1984. To top

Coping With Disasters - a Guidebook to Psychosocial Intervention
By John H. Ehrenreich (2001)
This manual is a guide to psychosocial interventions to help people cope with the emotional effects of disasters.
(104 pages, .pdf) To top

DIGNITY Field Manual on Rehabilitation 2nd version
DIGNITY/RCT 2012 Uwe Harlacher, Edith Montgomery, Karen Prip (ed.) et al.
The field manual is specifically directed towards the rehabilitation of survivors of torture or organised violence, from 3 months after the trauma and onwards. This compilation is an attempt to provide practical recommendations for health workers at different skill levels, who are in difficult situations with little or no specialized professional help available. (PDF.459 pages) To top

Disaster Mental Health Response Handbook
Centre for Mental Health, NSW Health NSW Institute of Psychiatry, Australia (2000)
An educational resource for mental health professionals involved in disaster management (180 pages pdf). To top

Disaster Mental Health Services: A Guidebook for Clinicians and Administrators
National Center for PTSD (1998)
Each day disasters occur, and each year millions of people are affected. Whether natural or human-made, the extreme and overwhelming forces of disaster can have far-reaching effects on individual, local community, and national stability.
(158 pages, .html and .pdf) To top

Disaster Mental Health Services: An Overview. (Instructor`s Manual)
By the American Red Cross (2012)
The purpose of this course is to help participants understand the Disaster Mental Health Services (DMHS) function within the American Red Cross Disaster Services Program. Participants will earn how Disaster Mental Health Services support disaster relief workers and people affected by disasters.
(170 pages, .pdf) To top

Disaster Psychosocial Response - Handbook for community counsellor trainers
Academy for Disaster Management Education, Planning, & Training, India (2005)
More than 100,000 people have been unsettled in the Tsunami hit Cuddalore district in Tamilnadu, India. The Academy for Disaster Management Education, Planning & Training (ADEPT) coordinated with a group of major charitable hospitals from all over the country and mmobilized medical relief on a war footing. It was estimated that less than 10% of the Tsunami affected population had suffered physical injury or illness. Almost EVERYONE had suffered severe psychological and emotional trauma.
(95 pages, .pdf) To top

EDUCATION - Care & Protection of Children in Emergencies. A Field Guide
Save the children 2001
The Field Guide to Child Soldier Programs in Emergencies is intended for Save the Children staff and partners designing and implementing either a program focused fully on child soldiers, or a child soldiers-focused component of a broader program for war-affected children. This field guide is meant to be useful both for staff that have limited experience with child soldier programming and for experienced staff that wish to improve their understanding of particular aspects of child soldier programs. To top

Emergency mental health and psycho-social support
The Johns Hopkins and the International Federation of Red Cross and Red Crescent Societies
Public health guide for emergencies Chapter 5
This chapter is as a guide for setting up mental health and psychosocial programmes for vulnerable populations in developing countries who are or have been exposed to crisis events. It describes the psychological problems of people exposed to violence, disaster or critical incidents and provides guidelines for planning emergency mental health programs (pdf, 22 pages). To top

Examining Asylum Seekers
Physicians for Human Rights (2000)
This manual has been created for professional use, to assist health practitioners in conducting evaluations of asylum applicants. It is not intended for general audiences because of the traumatic nature of the contents. It is important for any reader of this document to be prepared to process the strong emotional reactions that this material may evoke.
(188 pages, .pdf) To top

FMO Thematic Guide: Psychosocial Issues
By Carola Eyber (2003)
A web-based study of psychosocial resources and documents reveals that there is not a balanced representation of different positions and approaches to the issues on the Internet. While there is a large amount of literature on post-traumatic stress disorder (PTSD) on the web, very few documents and resources that present a cultural or community-based approach to psychosocial issues are available on the Internet. One of the reasons for this may be the unequal access to electronic resources and publications available to scholars who work within a trauma approach and those who do not. In order not to replicate the trauma bias that currently exists on the web in this guide, a number of articles, books, and papers that are not electronically available are reviewed here.
(38 pages, .pdf) To top

Facilitator’s Guide For Media Reporting on Gender-Based Violence in the Syria Crisis
UNFPA 2016
The purpose of the workshop is to improve the skills of media professionals and communication officers in reporting gender-based violence in humanitarian crisis settings; to enhance the quality of reporting by instilling ethical principles; and to increase awareness among the general population and decision makers of the importance of gender-based violence as a health and human rights problem and its common occurrence (pdf, 78 pages). To top

Field Manual for Mental Health and Human Service Workers in Major Disasters
By Deborah J. DeWolfe, Ph.D., M.S.P.H. (2000)
This Field Manual is intended for mental health workers and other human service providers who assist survivors following a disaster. This pocket reference provides the basics of disaster mental health, with numerous specific and practical suggestions for workers.
(40 pages, .pdf) To top

Forensic examination missions by medical teams investigating and documenting alleged cases of torture.
IRCT 2011
A practical operational manual that aims at providing torture rehabilitation centres and other NGOs involved in anti-torture activities with easily accessible and practical advice on how to most effectively engage with and contribute to country visits by the United Nations Subcommittee on Prevention of Torture (SPT) to promote relevant and high quality outcomes from the visit (pdf, 48 pages). To top

Fostering Resilience in Response to Terrorism: A Fact Sheet for Psychologists Working With Adults
American Psychological Association (2004)
Terrorism is the "systematic threat or use of unpredicted violence by organized groups to achieve a political objective. Terrorism`s impact has been magnified by the deadliness of modern-day weapons and the ability of mass communications to inform the world of such acts" (Merriam Webster, 2000). This
remarkably insightful definition, written more than a year prior to the devastating attacks on our nation, is supported by studies conducted by psychological researchers in the aftermath of these attacks.
(6 pages, .pdf) To top

Fostering Resilience in Response to Terrorism: For Psychologists Working With Children
American Psychological Association (2004)
This fact sheet focuses on building resilience in children and youth in response to terrorism and related concerns facing our country. It provides suggestions and ideas for expanding the supportive and protective roles of parents, schools, and communities in the lives of children. Although resilience can exist at any point related to a traumatic event (before, during, or after), this fact sheet focuses on building resilience now, prior to another traumatic or terrorist event.
(10 pages, .pdf) To top

Framework for Schoolbased Psychosocial Support Programs for Children, Guidelines for Initiation of Programs
Danish Red Cross (2004)
The objective of this report is to present a Framework for Danish Red Cross (DRC) school-based psychosocial support programs for children (PSPC). The Framework is intended as a guideline for the initiation of new programs in post-conflict areas or areas with low intensity conflicts. The Framework is based on lessons learned from the DRC Children Affected by Armed Conflict (CABAC) programs in the Balkans, review of documents, and interviews with DRC staff – both former and present Psychosocial Program Delegates as well as Program Coordinators and Advisors at DRC Head Quarters.
(74 pages, .pdf) To top

Global War and Violence: Implications for U.S. Social Workers
By the Minnesota Mainstream Social Work Training Team, the Center for Victims of Torture (2002)
This resource guide for College Educators is offered as assistance to educators as they help students to become aware of the history and reality of refugees and asylees and to prepare for work among these newcomers as social work professionals.
(22 pages, .pdf) To top

Guidance For Adjudicating Lesbian, Gay, Bisexual, Transgender, and Intersex (Lgbti) refugee and asylum claims
USCIS: RAIO Directorate – Officer Training 2011
This module provides guidelines for adjudicating and considering immigration benefits, petitions, protections, or other immigration-related requests by lesbian, gay, bisexual, transgender, and intersex, (LGBTI) individuals. The module addresses the legal analysis of claims that involve LGBTI applicants as well as related interviewing considerations (65 pages, pdf). To top

Guide to Jurisprudence on Torture and Ill-Treatment
Association for the Prevention of Torture (APT) (2002)
Article 3 of the European Convention for the Protection of Human Rights.
(62 pages, .pdf) To top

Guideline: Health and Migration
By OMEGA Graz (2002)
Guideline for refugees and asylum seekers in Austria.
(16 pages, .pdf) To top

Guidelines for Integrating Gender-Based Violence Interventions in Humanitarian Action
IASC 2015. Sexual violence in armed conflict is a crime against humanity and is being used as a method of war to brutalise and instil fear in the civilian population, especially women and girls. The humanitarian community must come together and act together to put into place systems to prevent violence from occurring and when it does, to respond to the needs of survivors/victims. The Guidelines provide practical advice on how to ensure that humanitarian protection and assistance programmes for displaced populations are safe and do not directly or indirectly increase women’s and girls’ risk to sexual violence The GBV Guidelines have been revised from the 2005 version by an inter-agency Task Team led by UNICEF and UNFPA, and endorsed by the IASC in 2015. (pdf. 342 pages). To top

Guidelines for International Training in Mental Health and Psychosocial Interventions for Trauma Exposed Populations in Clinical and Community Settings
By S. Weine, Y. Danieli, D.Silove, M. Ommeren, J. A. Fairbank, J. Saul, for the Task Force on International Trauma Training of the International Society for Traumatic Stress Studies (2002)
Objective: To develop consensus-based guidelines for training in mental health and psychosocial interventions for trauma-exposed populations in the international arena.
(9 pages, pdf) To top

Guidelines for medico-legal care for victims of sexual violence
WHO 2004, Health professionals can use the guidelines as a day-to-day service document and/or as a tool to guide the development of health services for victims of sexual violence. The guidelines can also be used to prepare in-service training courses on sexual violence for health care practitioners and other members of multidisciplinary teams. To top

Guidelines for prevention and response; Sexual and gender-based violence against refugees, returnees and internally displaced persons.
UNHCR 2003
These Guidelines offer practical advice on how to design strategies and carry out activities aimed at preventing and responding to sexual and gender-based violence. They also contain information on basic health, legal, security and human rights issues relevant to those strategies and activities (168 pages). To top

Guidelines for psychological services in disasters
Emergency Management Australia (2002)
The Guidelines have been developed to offer service providers, managers and practitioners with insights, principles and strategies in key facets of assessment and delivery of psychological services in the disaster context. Their aims are to facilitate recovery, ensure ethical practice, and to protect victims and support workers in their respective roles.
(45 pages, .pdf) To top

Guidelines for psychosocial care of TRAUMA
MSF, Evelyne Josse, Medical Department, OCB 2004.
The aim of these guidelines is to suggest a general framework for intervention in order to develop psychosocial programmes and mental health care in emergencies. They do not provide uniform responses for each context, nor do they describe in a definitive fashion all the activities required in order to reach a given
objective. The implementation of psychosocial care therefore always requires knowledge of the environment at several levels (PDF, 75 pages). To top

Guidelines for the Implementation of a Psychological Support Programme in Emergencies
By IFRC (2002)
These guidelines are based on the International Federation’s publication, Psychological Support: best practices from Red Cross and Red Crescent programmes (2001), and other existing literature. They are intended as suggestions only and should be considered a source of inspiration rather than a standard checklist applicable for all emergency situations.
(8 pages, pdf) To top

Guidelines on Mental Health and Psychosocial Support in Emergency Settings CHECKLIST FOR FIELD USE
(IASC 2008)
Reading the full IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings from cover to cover may not be possible during an emergency. This limitation led to the development of this field version, which may be used as a check-list for program planning and emergency response. This brief version cannot capture all the important points in the Guidelines. Readers are encouraged to use this field version only in conjunction with the full Guidelines. (pdf, 39 pages) To top

Handbook for Coordinating GBV interventions in humanitarian settings
Gender-based Violence Area of Responsibility Working Group (2010).
This handbook is meant to be a quick-reference tool that provides practical guidance on leadership roles, key responsibilities and specific actions to be taken when establishing and maintaining a GBV coordination mechanism in an emergency. The handbook is based on the Inter-agency Standing Committee’s (IASC) Guidelines for Gender-based Violence Interventions in Humanitarian Settings (2005) and also takes into account lessons learned, good practices and emerging resources related to GBV coordination within the cluster approach/humanitarian reform process as well as relatively recent global initiatives on GBV in emergencies, such as UN Action (pdf, 348 pages). To top

Handbook for Coordinating Gender-based Violence Interventions in Humanitarian Settings
GBV AoR Global cluster protection 2010
This coordination handbook represents a key tool for all sectors of the humanitarian community to work together in the prevention of and response to gender-based violence. Drawing from and building upon a growing body of international tools and resources, it provides the most comprehensive guidelines to date on how to establish coordination mechanisms to address gender based violence in emergencies (pdf, 348 pages). To top

Handbook for Teachers
By J. Annan, L. Castelli, A. Devreux and E. Locatelli (AVSI) (2003).
You are a teacher and therefore have both the great joy and great responsibility of work with the children in your school. PSSP is designed to help everyone in Kitgum and Pader Districts benefit from the program. It is aimed at helping people deal with the past traumas so that they can move ahead in a productive and peaceful manner. Training to build capacity for different stakeholders is one of the major components of PSSPÕs community-based holistic approach.(72 pages, .pdf) To top

Handbook for repatriation and reintegration Activities
UNHCR, Amadou Tijan Jallow (2004)
The Handbook for Repatriation and Reintegration Activities (“the Handbook”) is a guide for United Nations High Commissioner for Refugees (UNHCR) and partner staff in the field to plan, implement, monitor and evaluate repatriation and reintegration activities. To top

Handbook for the Protection of Internally Displaced Persons
Global Protection Cluster Working Group 2007
The focus of the Handbook is on the protection of IDPs and other affected populations in situations of internal displacement in complex emergencies. Much of the guidance provided may be relevant as well during natural disasters, when internal displacement and protection risks also often arise (pdf, 380 pages). To top

Handbook on Direct Assistance for Victims of Trafficking
IOM 2007
Handbook on Direct Assistance for Victims of Trafficking IOM has had some 13 years of experience in implementing counter-trafficking activities and has provided assistance to over 14,000 victims of trafficking in all regions of the world. This Handbook summarizes and systematizes this experience. IOM recognizes that each victim is unique and requires and desires different assistance. As well, the nature of trafficking is different around the world and is ever evolving, requiring changing responses (pdf.,356 pages) To top

Handbook on State Obligations under the UN Convention against Torture
Association for the Prevention of Torture (APT)(2002)
The Handbook is targeted at groups and individuals working in governement and non-governemental sectors, with some prior knowledge of the Conventions provisions, but who would like to know more. It should be stressed, however, that for legal or other experts on the Convention, the Handbook may not offer much additional information.
(94 pages, .pdf) To top

Helping Children After a Natural Disaster: Information for Parents and Teachers
P.J. Lazarus, S.R. Jimerson, S. E. Brock, NCSP
Natural disasters can be especially traumatic for children and youth. Experiencing a dangerous or violent flood, storm, or earthquake is frightening even for adults, and the devastation to the familiar environment (i.e., home and community) can be long lasting and distressing (PDF, 5 pages). To top

Helping Children Cope with the Stresses of War: A manual for parents and teachers
By Mona Macksoud, UNICEF (1993)
This manual is intended for parents and teachers in communities where children are daily subjected to the extreme stresses of war and other forms of systematic violence.
(144 pages, .pdf) To top

Helping Children Outgrow War
Global Information Network in Education Miller, Vachel W.; Affolter, Friedrich W. 2002)
The number of countries in Africa where there is internal armed conflict has grown steadily over the past decade. Children are the most vulnerable population affected; they are the first victims of physical, social, and emotional violence, and of failed health systems. When access to education is severed, their potential to develop is stunted. This document is a response to the growing need to address these issues from the Office of Sustainable Development of USAID’s Africa Bureau (AFR/SD).
(135 pages, .pdf) To top

Helping Children and Adolescents Cope with Violence and Disasters
National Institute of Mental Health, USA (2015)
The purpose of this fact sheet is to tell what is known about the impact of violence and disasters on children and adolescents and suggest steps to minimize long-term emotional harm. To top

Iasc Guidelines on Mental Health and Psychosocial Support in Emergency Settings
IASC 2008
These guidelines reflect the insights of practitioners from different geographic regions, disciplines and sectors, and reflect an emerging consensus on good practice among practitioners. The core idea behind them is that, in the early phase of an
emergency, social supports are essential to protect and support mental health and psychosocial well-being. In addition, the guidelines recommend selected psychological and psychiatric interventions for specific problems. To top

Implementation Guidelines for Psycho-Social Support in Disasters
Turkish Red Crescent, 2008
This guideline aim to provide guidance to field relief workers and volunteers. Being a reference work prepared based on the experiences and assessments of our specialists, these guidelines draw the general framework of psyscho-social support and provide information on the psycho-social support practices, human resources, volunteers and vulnerable
groups (pdf 109). To top

Implementation of the International and Regional Human Rights Framework for the Elimination of Female Genital Mutilation
UNFPA 2014FGM is a reproductive health and human rights concern that has devastating short-term and long-term impacts on the lives of women and girls. The procedure is risky and life-threatening for the girl both during the procedure and throughout the
course of her life. FGM is considered a harmful practice and a form of violence against women. To top

Inter-Agency Guiding Principles on unaccompanied and separated children
Inter-agency Working Group on
Unaccompanied and Separated Children 2005
Children separated from their parents and families because of conflict, population displacement or natural disasters are among the most vulnerable. Separated from those closest to them, these children have lost the care and protection of their families in the turmoil, just when they most need them. They face abuse and exploitation, and even their very survival may be threatened. They may assume adult responsibilities, such as protecting and caring for younger sisters and brothers. Children and adolescents who have lost all that is familiar – home, family, friends, stability – are potent symbols of the dramatic impact of humanitarian crises on individual lives (pdf, 72 pages). To top

Istanbul Protocol
United Nations High Commissioner for Human Rights (1999)
Manual on the Effective Investigation and Documentation of Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment.
(84 pages, .pdf) To top

Kathmandu declaration on the Use of Children as Soldiers
Human Rights Watch (2000)
Declaration from the Asia-Pacific Conference on the Use of Children as Soldiers, held in Kathmandu, in the Kingdom of Nepal, from 15-18 May 2000. To top

Managing Stress in the Field
IFRC (2009)
This leaflet is designed as a practical tool for delegates before, during and after their mission. Its aim is to help them to recognize, prevent and reduce stress in the Field (24 pages, .pdf). To top

Managing Traumatic Stress: Tips for Recovering From Natural Disasters
APA Help Center (2005)
When a natural disaster affects a community, the resulting trauma can reverberate even with those not directly affected by the disaster.
Disasters of this type can be sudden and overwhelming. In addition to the often catastrophic toll on lives and property, a disaster like a tsunami(tidal wave), hurricane or fire can have an impact on those who have lost loved ones and even those who feel more vulnerable as a result of learning about the disaster. To top

Managing stress in humanitarian workers
Antares Foundation (2012)
Humanitarian relief and rehabilitation agencies have to operate in a continuing changing context of increasing complexity. Often the work of their staff in the field is seriously hampered by deteriorating security, decreasing respect for their work and life (relief workers are sometimes targeted), and lack of a functioning government and authority. Due to these circumstances the humanitarian agencies are forced to work under increasing tension and discontinuity, resulting in pressure on their staff and a diminishing quality of work (21 pages, .pdf) To top

Manual Psycho-social support of orphans
Humuliza Project, Terre des Hommes, Switzerland (1999)
Representing a different crisis, our aim is to contribute to the discussion of and the search for new coping mechanisms needed in such a situation. Our focus goes on children and the way how the Tanzanian society is looking to them.
(87 pages, .pdf) To top

Mapping the Multidimensional Picture of Acute Responses to Traumatic Stress.
Arieh Y. Shalev, M.D. and Robert . J. Ursano, M.D, In press, Oxford University Press (2001)
Recent years have seen a growing interest in the immediate responses evoked by traumatic stressors. This renewed interest has several sources, not the least of which is the desire to prevent the occurrence of prolonged stress disorders among survivors.
(8 pages, .pdf) To top

Medical Investigation and Documentation of Torture.
Human Rights Centre, University of Essex. M. Peel, N. Lubell, J Beynon. 2005
A practical guide that aims at providing torture rehabilitation centres and other NGOs involved in anti-torture activities with easily accessible and practi cal advice on how to most effectively engage with and contribute to country visits by the United Nations Subcommittee on Prevention of Torture (SPT) to promote relevant and high quality outcomes from the visit (pdf, 122 pages). To top

Meeting the health needs of refugee and asylum seekers in the UK
NHS London (2002)
This resource pack is for health workers in both the statutory and the voluntary sectors, particularly those with less experience of working with asylum seekers and refugees. It is for both clinicians and service planners.
(86 pages, .pdf) To top

Mental Health and Psychosocial Support (MHPSS) in Humanitarian Emergencies:What Should Humanitarian Health Actors Know?
IASC, 2010
This manual is for humanitarian health actors working at national and sub-national level in countries facing emergencies and crises. It applies to Health Cluster partners, including governmental and non-governmental health service providers. Based on the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (IASC, 2007), this document gives an overview of essential knowledge that humanitarian health actors should have about mental health and psychosocial support (MHPSS) in humanitarian emergencies (31 pages, pdf). To top

Mental Health in Emergencies
WHO (2003)
This document summarises the present position of the Department of Mental Health and Substance Dependence on assisting populations exposed to extreme stressors, such as refugees, internally displaced persons, disaster survivors and terrorism-, war- or genocide-exposed populations. To top

Mental health and psychosocial care for children affected by natural disasters
WHO (2005)
This document contains information for humanitarian aid workers, health professionals, teachers, and parents to support them in their efforts to provide sensitive and appropriate care for children affected by natural disasters. An integrated, community-focused approach is adopted based on the principles and values of children`s rights, child development, sensitivity to cultural differences, and effective practice based on scientific literature.
(16 pages, .pdf) To top

Mental health and psychosocial support for conflict-related sexual violence: principles and interventions
United Nations Action against Sexual Violence in Conflict (UNAction) 2011. This is a summary of the report from a meeting on Responding to the psychosocial and mental health needs of sexual violence survivors in conflict-affected settings, organized by the World Health Organization (WHO), with United Nations Population Fund (UNFPA) and United Nations Children’s Fund (UNICEF) (pdf. 8 pages). To top

Mental health of Refugees
WHO (1996)
This manual is written primarily for relief workers, community workers, primary health care workers, primary school teachers and other who provide support to refugees and other displaced persons who have fled war or disaster.
(142 pages, .pdf) To top

Mobilizing Religious Communities to Respond to Gender-based Violence and HIV: A Training Manual.
Herstad, Britt. 2009 Futures Group, Health Policy Initiative, Task Order 1.
Women of faith have called attention to gender-based violence in their communities, citing a need for religious leaders to raise awareness of the issue and address it. Religious leaders and women of faith are well positioned to identify, validate, and promote best practices on preventing and reducing GBV as it relates to HIV (pdf, 75 pages). To top

Monitoring and Evaluation of Rehabilitation Services for Torture Survivors: Handbook for Service Providers
Patel, N. and Williams C de C, A. ICHHR 2014.
The manual provides good practice guidelines and suggestions on steps to establish and improve monitoring and evaluation systems and how to conduct monitoring, clinical audits, service-related evaluations and clinical outcome evaluation. It is aimed at managers, practitioners and those responsible for designing, establishing and developing monitoring and evaluation of rehabilitation services for torture survivors in their organisations To top

Monitoring places of detention: a practical guide for NGOs
Association for the Prevention of Torture (APT) and Office for Democratic Institutions and Human Rights (ODIHR) (2004)
Available in Russian and English To top

New Guidelines To Improve Psychological and Social Assistance in Emergencies
Inter-Agency Standing Committee (IASC) (2007)
The Inter-Agency Standing Committee (IASC) Guidelines on Mental Health and Psychosocial Support in Emergency Settings clearly state that protecting and promoting mental health and psychosocial well-being is the responsibility of all humanitarian agencies and workers. Until now, many people involved in emergency response have viewed mental health and psychosocial well-being as the sole responsibility of psychiatrists and psychologists. To top

Optional Protocol to the UN Convention against Torture Implementation Manual
APT, IIHR 2010
The new manual aims to support and strengthen the work of international, regional and national actors involved in OPCAT ratification and implementation. It provides concrete examples of good practice drawn from around the world (pdf, 160 pages). To top

Participation by crisis-affected populations in humanitarian action
Groupe Urgence Réhabilitation Développement (URD) 2003. Humanitarian agencies have long believed that increased consultation and participation of people affected by crises should improve accountability
and the quality of humanitarian assistance. And more so, participation should acknowledge the right of affected populations to self-determination. This handbook is ultimately intended to be used by international humanitarian personnel as well as staff working for national and local organisations (pdf. 352 pages). To top

Participatory tools for evaluating psychosocial work with children in areas of armed conflict: in eastern Sri Lanka.
Jason Hart, Ananda Galappatti, Jo Boyden &Miranda Armstrong
The article is based on the experiences of a recent pilot project to develop a participatory approach to the monitoring and evaluating of psychosocial interventions with children affected by armed conflict. Some of the main challenges encountered while utilizing these tools are discussed, along with the value of the data generated and the implications of using participatory methodologies for planning, monitoring and evaluation (Intervention 2007, Volume 5, Number 1). To top

Phases of Traumatic Stress Reactions in a Disaster
By National Center on Post Traumatic Stress Disorder (2001)
The thousands of Americans who directly experienced the terror attacks on New York and Washington, and the millions who saw the resulting death and destruction on television, may encounter behavioral and emotional re-adjustment problems. Many post-traumatic stress symptoms are normal responses to an overwhelming stressor which may change our assumptions and create distress, but will reside in intensity with time. Experts agree that the amount of time it takes people to recover, depends both on what happened to them and on what meaning they gave to those events. To top

Posttraumatic Stress Disorder: A Guide for the Frontline
PTSD Alliance (2000)
As a society, we value and teach the importance of self-reliance, inner strength, and the ability to overcome adversity. In fact, it is common for people to feel that no matter what they’ve faced or lived with, no matter how extreme the ordeal, they should be able to carry on.
(20 pages, .pdf) To top

Practical guide to the Istanbul Protocol - for lawyers
ICRT 2009 Action Against Torture. This guide is intended as an auxiliary instrument to the Istanbul Protocol and has been developed as a source of practical reference for lawyers engaged in the investigation and documentation of cases of alleged torture (pdf,76 pages). To top

Practical guide to the Istanbul Protocol - for medical doctors
IRCT 2009 Medical Physical Examination of Alleged Torture Victims. This guide is intended as an auxiliary instrument to the Istanbul Protocol and has been developed as a source of practical reference for medical doctors engaged in the investigation and documentation of cases of alleged torture (pdf, 44 pages). To top

Practical guide to the Istanbul Protocol for psychologists
IRCT 2007 Psychological Evaluation of Torture Allegations. Mental health professionals play a significant role not only in the treatment and rehabilitation of torture victims, but also in the prevention of torture through the psychological evaluation of alleged torture victims and reporting of the findings for use in related legal processes (pdf, 54 pages). To top

Preventing Torture
The Office for Democratic Institutions and Human Rights, ODIHR (1999)
The purpose of this handbook is to enable each OSCE field mission or other type of OSCE long-term presence to make an effective and constructive contribution to this undertaking. It is based on the experience of numerous international bodies whose meticulous work has exposed torture and ill-treatment to the light of systematic inquiry and established the practical steps that can be taken to identify, control, and ultimately, eliminate these abuses.
(91 pages, .pdf) To top

Prevention of Torture
An Operational Guide for
National Human Rights Institutions OHCHR, APT and APF 2010
This handbook deals with the mandate and functioning of the European Committee for the Prevention of Torture (CPT) and the standards it has developed concerning the treatment of persons deprived of their liberty and conditions of detention. The handbook will be composed of ten brochures, six of which have been published to date. The brochures are also available in French. To top

Principles of Working with Traumatized Children
By Bruce D. Perry, M.D., Ph.D. (1995)
Special Considerations for Parents, Caretakers, and Teachers. To top

Protecting Persons Affected By Natural Disasters
Inter-Agency Standing Committee (IASC) (2006)
Floods, earthquakes and storms have routinely displaced tens of thousands around the world. Over the past few years, the international community’s response to these catastrophes has become ever swifter and more sophisticated. Until very recently, however, and in the rush to deliver life-saving aid, little attention was paid to the rights of these displaced people.
(36 pages, .pdf) To top

Psycho-Social and Mental Health Programmes
UNHCR (2000)
Overview of useful resources and information to guide psychosocial interventions.
(59 pages, .pdf) To top

Psycho-Social and Mental Health Programmes
UNHCR (2000)
Useful resources and information to guide interventions.
(59 pages, .pdf) To top

Psycho-social Support in Situations of Mass Emergency
By Ministry of Public Health, Belgium (2001)
This document offers decision-makers a methodological guide and a coherent model for psychological and social support in situations of mass emergency. Recommendations are the result of a series of exchanges of ideas and discussions between professionals from a wide range of backgrounds, coming from all over Europe. They include professionals with a psychological or social work training, public health physicians, medical emergency services staff, rescuers, academic experts, independent consultants, volunteers, local and central government civil servants.
(57 pages, .pdf) To top

Psychological First Aid Manual (PFA)
National Child Traumatic Stress Network and the National Center for PTSD (2006)
PFA is an evidence-informed modular approach for assisting people in the immediate aftermath of disaster and terrorism: to reduce initial distress, and to foster short and long-term adaptive functioning. It is for use by mental health specialists including first responders, incident command systems, primary and emergency health care providers, school crisis response teams, faith-based organizations, disaster relief organizations, Community Emergency Response Teams, Medical Reserve Corps, and the Citizens Corps in diverse settings. To top

Psychological First Aid for Ebola Virus Disease Outbreak
WHO 2014 Ebola virus disease outbreaks have a significant impact on the wellbeing of those affected, their family, community members and the health workers treating people with Ebola. This guide focuses on, which involves humane, supportive and practical help to fellow human beings suffering serious crisis events. It is written for people who can help others experiencing an extremely distressing event (PDF, 60 pages). To top

Psychological Impact of the Tsunami Across the Indian Rim
National Center for Child Traumatic Stress (2005)
The massively destructive tsunami that struck across the Indian Rim caused extensive loss of life and injury as well as devastation to property and community resources. The combination of life-threatening personal experiences, loss of loved ones and property, pervasive post-disaster adversities, and enormous economic impact on families and entire nations pose an extreme psychological challenge to the recovery of children and families in the affected areas. This brief information sheet provides an overview of expected psychological and physical responses among survivors.
(4 pages, .pdf) To top

Psychological first aid: Guide for field workers
WHO 2011
This guide covers psychological first aid which involves humane, supportive and practical help to fellow human beings suffering serious crisis events. It is written for people in a position to help others who have experienced an extremely distressing event. It gives a framework for supporting people in ways that respect their dignity, culture and abilities. Despite its name, psychological first aid covers both social and psychological support (pdf, 64 pages). To top

Psychosocial Aspects of the Tsunami Disaster
By the IFRC Reference Centre for Psychosocial Support (2005)
People in these areas may be experiencing many different emotional and physical responses at this time. Some of these responses include confusion, fear, hopelessness, sleeplessness, crying, difficulty in eating, headaches, body aches, anxiety, and anger.
(1 page, .pdf) To top

Psychosocial Aspects of the Tsunami Disaster - What You Can Do to Support Children in Disaster Areas
By the IFRC Reference Centre for Psychosocial Support (2005)
For children, being able to trust at least one adult who can take care of them can pull them through stressful times. Therefore, helping children to maintain relationships with a family member or known person is very important.
(3 pages, .pdf) To top

Psychosocial Aspects of the Tsunami Disaster - Why People May Be Experiencing Emotional and Mental Distress
By the IFRC Reference Centre for Psychosocial Support (2005)
Psychosocial interventions should not interfere with the organisation of food, shelter, clothing, public health services and the control of communicable diseases in the areas affected by the tsunami.
(3 pages, .pdf) To top

Psychosocial Care Package Children
HealthNet TPO 2012
This web-based resource package is an attempt to provide a care delivery framework to set up and provide community-based psychosocial care in such settings. It contains information that describes the rationale, content and step-by-step implementation of the separate components of a comprehensive psychosocial care package (such as a Classroom Based Intervention, Counseling, Clinical Supervision, Screening and Psycho-education). It includes theoretical backgrounds, specifically developed clinical and screening tools and outcomes of research conducted on these different modules of the care package. To top

Psychosocial Care and Protection of Tsunami Affected Children
Inter-Agency working group on separated and unaccompanied children (2004)
Exposure to natural disasters has a devastating impact on the psychological and social well-being of children, adolescents and adults. It is now widely accepted that early psychosocial interventions that help to mitigate the effect of trauma, alleviating psychological distress, and strengthen resiliency must be an integral part of humanitarian assistance.
(72 pages, .doc) To top

Psychosocial Healing - A Guide for Practitioners
Medical Network for Social Reconstruction in the Former Yugoslavia 2003
This guide for practitioners describes the use of trauma healing and related psychological and social-support activities as contributors to the development of a stable, peaceful and
functional society in a post-conflict environment. We describe this type of work as “psychosocial trauma healing for post-conflict social reconstruction.” For convenience, in this guide we generally use the shorter term “psychosocial healing.” To top

Psychosocial adjustment and social reintegration of children associated with armed forces and armed groups: the state of the field and future directions
Psychology beyond borders, Theresa Betancourt et al. 2008
This report reviews the current state of the field on the psychosocial adjustment, mental health and wellbeing of former child soldiers. In the first part of the report we review what is currently known about the effects of children’s participation in armed forces on their psychological, economic and social wellbeing. In the second part of the report we discuss two main paradigms that dominate the field of service delivery for war-affected youth: the psychosocial approach and the clinical/psychiatric approach (102 pages). To top

Psychosocial and Mental Health Care - Assistance in (Post) Disaster and Conflict Areas
By the Netherlands Institute for Care and Welfare (2000)
Current psychosocial aid and mental health care concentrate largely on strengthening or restoring a new social balance and on individual rehabilitation. Both forms of care are not only important to the well-being and health of individuals or groups of individuals, but also in terms of providing opportunities for social, economic and political stabilisation. To top

Psychosocial and mental health interventions in areas of mass violence
MSF, Kaz De Jong 2011
These guidelines and the contribution to the Inter Agency Standing Committee Guidelines, Mental Health: Psychosocial Support in Emergency Settings is written to share our technical experiences, to help colleagues and other humanitarian workers to avoid repeating the mistakes we have made. We do not claim that our intervention model is the only way to approach psychosocial or mental health problems in areas of conflict. We realise the limitations and opportunities of our organisation’s specific medical, humanitarian emergency origin as well as the specificity of our experiences (pdf, 130pages). To top

Psychosocial interventions - training manual
Save the children UK, Fouzia Yasmin
This training workshop module intended as a guide to train people in how to respond to the psychosocial effects of disasters. It aims to help psycho-social program administrators and trainers to give training to their staff in understanding how disasters affect children and adults, how people cope with the emotional effects of disasters and howone can facilitate community's natural recovery process. It also aims to equip them with basics of psychosocial intervention and communication skills aimed at reducing distress, improving adaptive functioning in the face of the practical and emotional demands created by the disaster, and preventing longer-term disability (87 pages, pdf). To top

Psychosocial support to learners
International institute for educational planning UNESCO 2006.
In the "GUIDEBOOK for planning education in emergencies and reconstruction" chapter 4. To provide educational, psychological and social opportuneties which support the well-being of children affected by the trauma of conflict or natural disaster (pdf. 16 pages). To top

Rapid Assessment of Mental Health Needs of Refugees, Displaced and Other Populations Affected by Conflict and Post-Conflict Situations
WHO (2001)
This tool is applicable to forcibly displaced populations in humanitarian crisis as a result of persecution, war, and conflict. Given the evolution of humanitarian relief work, peace keeping and peace enforcing operations, increasingly, humanitarian protection and assistance is extended to besieged and non-displaced populations.
(34 pages, .pdf) To top

Reactions and Guidelines for Children Following Trauma/Disaster
Compiled by Robin H. Gurwitch, Ph.D., Jane F. Silovsky, Ph.D., Shelli Schultz, Ph.D., Michelle Kees, Ph.D., & Sarah Burlingame, B.A. Department of Pediatrics University of Oklahoma Health Sciences Center (2003)
What to Expect After Trauma: Possible Reactions in Elementary School Students. To top

Reactions and Guidelines for Children Following Trauma/Disaster
American Psychological Association (2005)
What to Expect After Trauma:
Possible reactions in elementary school, middle school and high school students and teachers
Guidelines for teachers. To top

Refugee Health Care: A Handbook for Health Professionals
By the Minister of Health, New Zealand (2001)
The Handbook is part of this country`s ongoing commitment to successful resettlement of refugees and asylum seekers. To top

REDRESS (2003)
A sourcebook for victims of torture and other violations of human rights and international and international humanitarian law.
(72 pages, .pdf) To top

Repatriation as a Part of Reconstructive Process in Torture Survivors
IRCT Zagreb (2003)
Repatriation as a part of reconstructive process in torture surviviors (interpersonal and intrapersonal process).
Made in collaboration with the Swedish International Development Cooperation Agency.
(84 pages, .pdf) To top

Reporting Killings as Human Rights Violations Handbook
By Kate Thompson and Camille Giffard,University of Essex (2002)
The Reporting Killings as Human Rights Violations Handbook is a reference guide for anyone who wishes to know how to take action in response to allegations of suspicious deaths. It explains, simply and clearly, how the process of reporting and submitting complaints to international bodies and mechanisms actually works; how to make the most of it: how you might go about documenting allegations, what you can do with the information once it has been collected, how to choose between the various mechanisms according to your particular objectives, and how to present your information in a way which makes it most likely that you will obtain a response.
(207 pages, .pdf) To top

Resolution on Guidelines and Measures for the Prohibition and Prevention of Torture, Cruel, Inhuman or Degrading Treatment or Punishment in Africa
The African Commission on Human and Peoples` Rights (2002)
The Guidelines and Measures for the Prohibition and Prevention of Torture, Cruel, Inhuman and Degrading Treatment and Punishment in Africa, "Robben Island Guidelines", were drafted in a workshop convened by the APT and the African Commission in February 2002 on Robben Island, a symbolic place in South Africa where Nelson Mandela and anti-Apartheid activists were detained for years.
(8 pages, .pdf) To top

Resource Manual for Teachers
Annan, J., L. Castelli, A. Devreux and E. Locatelli, AVSI - 2003
The goal of the teacher training is to enhance the effectiveness of teachers by the integration of a psychosocial perspective. This Manual offers direction and information for facilitators who want to work with teachers (PDF, 64 pages). To top

Responding to children and adolescents who have been sexually abused: WHO clinical guidelines
WHO 2017
This guideline provides recommendations aimed primarily at front-line health-care providers (e.g. general practitioners, nurses, paediatricians, gynaecologists) providing care to children, including adolescents up to the age of 18 years, who have, or may have, experienced sexual abuse, including sexual assault or rape. It can also be useful for other cadres of specialist healthcare providers who are likely to see children or adolescents. (PDF, 86 pages) To top

Restoring dignity a toolkit for religious communities to end violence against women
Religions for Peace 2009
This toolkit was designed in collaboration with religious leaders from countries around the world for women and men of faith working at the community, national or international level. The toolkit offers religious leaders, faith communities and Inter-religious Councils the tools to carry out awareness, prevention advocacy programs to help bring an end to violence against women (pdf, 36 pages). To top

Review of the Implementation of the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings
IASC 2014
In 2007, the IASC published the IASC Guidelines on Mental Health and Psychosocial Support (MHPSS) in Emergency Settings to enable humanitarian actors to plan, establish and coordinate a set of minimum multi-sectoral responses to protect and improve people’s mental health and psychosocial well-being in the midst of an emergency.This review looks at the level of implementation of the Guidelines and supplementary tools, and the mainstreaming and integration of the Guidelines across the humanitarian system since the Guidelines were first published. The results are based on key informant interviews, extensive document review, and an on-line survey. In addition, implementation is explored in specific emergency contexts through a combination of in-depth and brief case studies (pdf, 86 pages). To top

Sexual Violence Against Refugees
UN High Commissioner for Refugees (1995)
The Guidelines provide basic advice on appropriate action, particularly preventive, and are also intended to encourage active reflection and discussion between colleagues. They seek to promote attitudinal changes in relation to sexual violence where these are an obstacle, to improve or initiate services that address psychosocial as well as health needs, and, overall, to create an awareness and sensitivity to the special needs and concerns of refugees who have been subjected to sexual violence.
(102 pages, .pdf) To top

Sexual and gender-based violence against refugees, returnees and internally displaced persons
UNHCR 2003. These Guidelines are intended to be used by the staff of UNHCR, UN agencies, inter-governmental and non-governmental organisations and host government agencies who provide protection and assistance to refugees and persons of concern to UNHCR. They are also intended to guide activities initiated by refugee communities themselves to prevent and address the problem. To top

Shattered lives - Immediate medical care vital for sexual violence victims
MSF 2009, Finding immediate care is critically important after a sexual assault. The provision of medical care within days after rape is vital to limit serious consequences for the victims: treatment to prevent HIV infection has to start within three days, emergency contraception is possible within five. To top

Shedding light on a dark practice
IRCT 2009
This book is primarily intended for health and legal professionals who work with or are likely to come into contact with torture survivors, but anyone with an interest in the question of torture will find useful insights. These short articles provide an array of illuminating and readable perspectives on different aspects of a complicated subject. Together they comprise an excellent introduction to the many challenges and opportunities associated with the task of establishing medical evidence in cases of alleged torture (pdf, 84 pages). To top

Specialized Training Manual on Psychosocial Counseling for Trafficked Youth
International Labour Organization (ILO) and International Programme on the Elimination of Child Labour (IPEC) (2002)
The manual is divided into different sessions, each dealing with a topic that is relevant for counseling trafficked youth. Each session describes in detail the activities to be conducted and all the materials needed, transparencies for giving lectures and handouts for additional reading materials for the participants.
(69 pages, .pdf) To top

Statement of Good Practice
The Separated Children in Europe Programme (SCEP) 2010
The Statement aims to provide a straightforward account of the policies and practices required to implement and protect the rights of separated children in Europe (pdf. 84 pages) To top

Stress Management in Disasters
By Cyralene P. Bryce, Pan American Health Organization (2001)
A workbook which is a part of a stress management program designed to prevent and to mitigate the psychological dysfunction which exposure to traumatic situations like disasters may cause in emergency response personnel.
(138 pages, .pdf) To top

Stress Reactions and Coping Resources Mobilized by Children under Shelling and Evacuation
Shacham and Lahad 2004
The research examined 102 children in real time during shelling and evacuation in Israel by means of structured individual interviews with open ended questions.The study was based upon Lahad’s Integrative Model of Coping and Resiliency (1993, 2000) developed in Israel, relating to six major coping resources that are at the core of an individual’s coping style: Beliefs and Values, Affect, Social, Imagination, Cognition and Physiology. The main findings showed that evacuation of children without their families enhances their stress reactions. Children evacuated without their families reported more Emotional and Cognitive stress reactions but they prefer to stay with their families, even under shelling. Children are more vulnerable in the pre-adolescent age (9 - 12) than in the childhood (6-9) or adolescence. To top

Study Group Guide for Psychotherapy with Torture Survivors
Andrea Northwood, CVT. This guide was developed over the course of several study groups. It contains the curriculum used for the nine group meetings, each of which focuses on a core component of psychotherapy with survivors of politically motivated torture who are living in exile. While it is useful to have case material from which to learn, it is not necessary to be doing clinical work with torture survivors in order to use this curriculum. To top

Survivors Perception of Reparation - REDRESS
REDRESS (2001)
It is hoped that this research will act as a first step towards a better understanding of what survivors want and expect from reparation. This in turn will help to make the services offered as effective as possible. The survey details what research has already been undertaken in this area and identifies gaps in that research, with a view to determining the needs for additional courses of action. (112 pages, .pdf) To top

The Community Crisis Response Team Training Manual
By the Office for Victims of Crime and the National Organization for Victims Assistance (1994)
The manual is, in fact, an evolutionary document, the outgrowth of NOVA`s first Crisis Response Team training outline, published independently in 1987, and an expanded version, whose title is retained in this "Second Edition," published and copyrighted independently, in 1994. To top

The Disaster Context: Guidelines for Psychological Services Practice
ReliefWeb (2005)
The need for guidelines for psychological services practice is evidenced by the different context in which psychological services need to be delivered to disaster affected persons. In the disaster context, psychological services are delivered within a community structure which is typically disrupted whereas these services are normally delivered within a functioning social structure in an orderly patterned existence. Where formal intervention is required it is usually delivered in a clinical, office based setting. Disaster generates varying degrees of chaos and renders many everyday systems and coping mechanisms dysfunctional or impotent. Service delivery therefore has to be flexible, mobile and creative.
(69 pages, .pdf) To top

The Humanitarian Emergency Settings Perceived Needs Scale (HESPER):
WHO 2011
The HESPER Scale was developed to fill the gap between the population-based “objective” indicators (for example malnutrition or mortality indicators), and the qualitative data based on convenience samples (for example through focus groups or key informant interviews).. It aims to provide a method for assessing perceived needs in representative samples of populations affected by large-scale humanitarian emergencies in a valid and reliable manner. This manual includes the HESPER Scale, as well as a detailed explanation of how to use the HESPER Scale, how to train interviewers, and how to organise, analyze and report on a HESPER survey (pdf, 94 pages). To top

The Iraq War Clinician Guide, 2nd Edition
National Center for PTSD (2004)
The Iraq War Clinician Guide was developed by members of the National Center for PTSD and the Department of Defense. It was developed specifically for clinicians and addresses the unique needs of veterans of the Iraq war.
(188 pages, .pdf)
(individual chapters avaialble here; To top

The Missing: Mourning process and commemoration
ICRC (2002)
This workshop is part of an interactive process of reflection launched by the International Committee of the Red
Cross (ICRC) on the tragedy of people unaccounted for as a result of armed conflict or internal violence.
30 pages, .pdf) To top

The Optional Protocol to the Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment
UN (2002)
The objective of this Protocol is to establish a system of regular visits undertaken by independent international and national bodies to places where people are deprived of their liberty, in order to prevent torture and other cruel, inhuman or degrading treatment or punishment.
(13 pages, .pdf) To top

The PILOTS Database
The PILOTS database is an electronic index to the worldwide literature on post-traumatic stress disorder (PTSD) and other mental-health consequences of exposure to traumatic events. It is produced by the National Center for PTSD, and is available to the public on computer systems maintained by Dartmouth College. To top

The Refugee Experience - Psychosocial Training Module
By Refugee Studies Centre, University of Oxford (2001)
The Refugee Experience is a 30-hour psychosocial training module with associated resources designed to facilitate the training of humanitarian assistance workers in response to the psychosocial needs of refugees. The module is targeting the development of critical competences in the planning, implementation and evaluation of psychosocial programmes. To top

The Resilience Programme for Young Men - A psychosocial handbook
Danish Red Cross 2015
The Resilience Programme for Young Men focuses specifically on the needs of young men, featuring activities that support increased self-esteem, self-confidence, and self-perception, all vital to psychosocial wellbeing. It aims to strengthen social interaction, creativity and peer support by encouraging good communication, group collaboration, mutual trust, respect, understanding and valuing of differences. These are key elements for young men in creating a better life for themselves and their communities (pdf, 84 pages). To top

The Tampere Declaration
The World Organisation Agains Torture (OMCT) (2001)
The "International Conference on Children, Torture and Other Forms of Violence: Facing the Facts, Forging the Future" brought together 183 participants from 73 countries from all regions, representing a wide range of international and national NGOs, other organisations and observers from governments and international govermental organisations.
(5 pages, .pdf) To top

The Torture Reporting Handbook
By Camille Giffard, Human Rights Centre, University of Essex (2000)
This Handbook describes how to document and respond to allegations of torture within the international system for the protection of human rights.
Also available in Arabic, Chinese, French, Russian, Spanish and Turkish.
(172 pages, .pdf) To top

The Torture Reporting Handbook
Human Rights Centre, University of Essex. 2000.
A reference guide for anyone who wishes to know how to take action in response to allegations of torture or ill-treatment. It explains simply and clearly how the process of reporting and submitting complaints to international bodies and mechanisms actually works, and how to make the most of it: how you might go about documenting allegations, what you can do with the information once it has been collected, how to choose between the various mechanisms according to your particular objectives, and how to present your information in a way which makes it most likely that you will obtain a response. To top

The Torture Survivors` Handbook
REDRESS (2000)
Information about support for torture survivors in the UK. REDRESS has produced this Handbook to help torture survivors meet the varied problems which they face. To make this easier it has been divided into two parts.
(52 pages, .pdf) To top

Tokyo Guidelines for Trauma and Reconstruction
By Richard F. Mollica, MD, MAR and Yasushi Kikuchi, EdD (2001)
Assistance in "complex humanitarian emergencies" has remained largely unchanged or unchallenged since the end of World War II. One dilemma for international policy makers is that they do not have a scientific methodology for assessing the cultural, political, and social meanings of trauma in the lives of civilian populations and how these traumatic experiences alter the everyday lives of the affected individuals. To top

Torture in International Law A guide to jurisprudence
APT and CEJIL 2008
This Guide is a collaborative effort to help ensure that international and regional legal norms for the prevention of torture and other ill-treatment are universally respected and implemented. Governments, lawyers and civil society actors must be aware of what acts qualify as torture or ill-treatment, as well as the full scope of the obligations undertaken by the State to prevent, investigate and punish torture. Standards must be consistently applied at the international, regional and national levels to ensure equal protection for everyone. This Guide aims to answer such questions as what constitutes torture, who should be held responsible when ill-treatment occurs, when a State must investigate allegations of abuse, and how detainees should be treated. To top

Training Handbook on Psychosocial Counselling for Children in Especially Difficult Circumstances
2003, Mark J.D. Jordans, Wietse A. Tol, Bhogendra Sharma, Mark van Ommeren.
Attention to psychosocial counseling as part of rehabilitation programs for vulnerable and trauma-exposed groups is relatively new in Nepal. The existence of such practices indicates a need or desire for forms of assistance that focus on psychological well-being. In response to a growing need for skilled counselors, there is a growing need for adequate training programs that deliver them. Many mental health problems exist in Nepal especially among vulnerable populations (e.g. torture survivors, refugees, youth affected by armed conflict, trafficked girls and women) and adequate assistance is not available. To top

Training Manual for Teachers
By Jeannie Annan, Lucia Castelli, Anne Devreux, Elena Locatelli (AVSI) (2003)
Many NGOs work for children and communities in war situations. In recent years growing attention has been paid to answering not only basic needs —shelter, food, water, medical care — but also to increasing the mental and psychological health of the child. The assumption is that the trauma children experience in such situations can significantly affect their psychological and physical growth. (64 pages, .pdf) To top

Training Module for Education for a Culture of Peace
Training Module on Women`s Traditional Conflict Resolution and Mediating Practices.
(92 pages, .pdf) To top

Training to Help Traumatized Populations
US Institute of Peace (2002)
Millions of people around the world have experienced psychological distress caused by exposure to armed conflict. Post-traumatic stress disorder (PTSD), as it is often called, involves a range of normal responses to events outside the realm of normal human experience.
(8 pages, .pdf) To top

Trauma Awareness Pamphlets
KwaZulu-Natal Programme for Survivors of Violence (2004)
Three trauma awareness pamphlets;
- How trauma affects us
- How people recover from trauma
- What communities can do to break the cycle of violence
(6 pages, .pdf) To top

Trauma and Psychosocial Assistance
By Georgian NGO, Foundation for the Development of Human Resources (2000)
This book is the result of the experiences of three Georgian non-governmental organisations (NGOs) in their psychosocial work with internally displaced persons (IDPs) from Abkhazia and South Ossetia.
(98 pages, .pdf) To top

Treating Survivors in the Acute Aftermath of Traumatic Events
Arieh Y. Shalev, M.D., Department of Psychiatry, Hadassah University Hopsital, Jerusalem, Israel (2000)
Current knowledge about post-traumatic stress disorder (PTSD) has sensitized the public and the mental health community to the damaging potential of exposure to traumatic events.
(19 pages, .pdf) To top

Treatment of PTSD
A Handout From the National Center for PTSD (2006)
Most people experience considerable distress and avoidance after being exposed to a severely traumatic experience. This is a normal and adaptive response and often includes
reliving the event in thoughts, images, and dreams. This initial reliving of the event may in fact contribute to the healing process and provide a way of achieving mastery over the event. For most people, these symptoms usually become less severe and gradually
disappear over time. For others, the symptoms persist and become chronic, leading to PTSD. To top

UNHCHR - Model questionnaire to send to special rapporteur on torture
United Nations High Commissioner for Human Rights (2002)
Model questionnaire to be completed by persons alleging torture or their representatives and sent to the Special Rapporteur on torture. To top

UNHCR Handbook for the Protection of Women and Girls
UNHCR 2008. Today, women and girls everywhere still face greater obstacles claiming and enjoying their rights than do men and boys. Displacement generally exacerbates these inequalities, as does a tendency to focus on human rights abuses in public, rather than private, spheres. Gender inequality is at the heart of sexual and gender-based violence. To prevent SGBV we must therefore put an end to such inequalities( pdf.390 pages). To top

Understanding Trauma
By PLAN International Sierra Leone (2001)
Sierra Leonean children are growing up amidst civil unrest and armed conflict as well as disease and deprivation.
It is an everyday life for these children. But even children from less violent surroundings sometimes experience the death of a loved one, loss of properties and relatives. As one grieves over these losses, he/she goes through some stages.
(14 pages, .doc) To top

WHO Mental Health Policy and Service guidance package
WHO (2004)
This module is part of the WHO Mental Health Policy and Service guidance package, which provides practical information to assist countries to improve the mental health of their populations. Important for countries that are rebuilding their governance.
(102 pages pdf) To top

Women, girls, boys and men different needs – equal opportunities. Gender Handbook in Humanitarian Action.
IASC 2006
This handbook offers practical guidance on identifying and addressing the differing needs and situations of women, girls, boys and men; in other words, being sensitive to gender issues in humanitarian crises. The IASC Guidelines for Gender-based Violence Interventions in Humanitarian Settings serve as a complement to this handbook and should be used in conjunction with it (pdf, 126 pages). To top

Women’s Access to Justice for Gender-Based Violence
ICJ Lisa Gormley 2016
The guide is designed to support legal practitioners and human rights defenders involved, or interested, in pursuing cases of gender-based violence.
Lasting change to address the root causes of violence against women can only take place as part of a coordinated effort on behalf of multiple stakeholders, however the ICJ believes that legal practitioners and human rights defenders are indispensible to addressing the problem and realizing women’s access to justice (pdf, 372 pages). To top

Working with Children in Unstable Situations - A Guiding Manual for Psycho-social Interventions
UNICEF (2003)
The manual ‘Working with Children in Unstable Settings’ aims to guide UNICEF staff and UNICEF partners in how best to respond to the psychosocial needs of children in unstable situations. It aims to introduce humanitarian workers to psychosocial principles and UNICEF’s position on these principles. It provides a number of examples from UNICEF field work of how these principles have been turned into concrete interventions.
(82 pages, .pdf) To top

Working with Gender Based Violence Survivors Reference Training Manual for Frontline Staff
The first ever pan-Arab training guide on practical ways to engage men and boys in the fight to end violence against women throughout the region, titled ‘Women and Men…Hand in Hand Against Violence,’ was unveiled in Beirut at a high-level event. This training resource was developed for use in Arab countries in order to teach the knowledge, attitudes, and skills needed to promote gender equality and to prevent violence against women (VAW) through the effective engagement of men. It explores the concepts surrounding VAW, what factors are involved, and the consequences of VAW (pdf, 168 pages - also avalable in Arabic To top

Working with the UN Subcommittee on Prevention of Torture
IRCT 2012
A practical guide that aims at providing torture rehabilitation centres and other NGOs involved in anti-torture activities with easi¬ly accessible and practical advice on how to most effectively engage with and contrib¬ute to country visits by the United Nations Subcommittee on Prevention of Torture (SPT) to promote relevant and high quality outcomes from the visit (pdf, 20 pages). To top

Working with the UN Subcommittee on Prevention of Torture: A practical guide for NGOs engaging with the process of SPT country visits
IRCT 2012. This practical guide aims at providing torture rehabilitation centres and other NGOs involved in anti-torture activities with easily accessible and practical advice on how to most effectively engage with and contribute
to country visits by the United Nations Subcommittee on Prevention of Torture
(SPT) to promote relevant and high quality outcomes from the visit (pdf, 20 pages). To top



Guidelines and Manuals

The materials selected here are primarily aimed at helping aid workers, health workers and others involved in psychosocial intervention, community reconstruction, trauma relief and treatment.

  • Only keywords that have been assigned to at least one guideline or manual in the database are listed in the drop-down menus. That means that if a country is not listed in the database with any guidelines or manuals regarding health and human rights issues, that country will not be listed among the geographic keywords.

  • If you search for a guideline or a manual regarding "global" issues, you will find links to guidelines and manuals related to a general, but non-specific geographical area.

  • If you search for a guideline or manual regarding a specific continent, such as Europe, you will find links to all guidelines and manuals related to that continent, including country-specific guidelines and manuals.

  • You may combine keywords from both menus, for instance "global" and "torture".

  • It is possible to narrow down your hits for guidelines and manuals that are related to children by adding war or other keywords in the space for phrase in description.

  • It is also possible to search guideline and manual by adding the name of the author or organisation responsible for the guideline or manual in the space for phrase in description.

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