Language: Arabic

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My Hero is You, How Kids can Fight COVID-19!

This is a new story book that aims to help children understand and come to terms with COVID-19 has been produced by a collaboration of more than 50 organizations working in the humanitarian sector, including the World Health Organization, the United Nations Children’s Fund, the United Nations High Commissioner for Refugees, the International Federation of Red Cross and Red Crescent Societies and Save the Children.

With the help of a fantasy creature, Ario, “My Hero is You, How kids can fight COVID-19!” explains how children can protect themselves, their families and friends from coronavirus and how to manage difficult emotions when confronted with a new and rapidly changing reality.

The book – aimed primarily at children aged 6-11 years old – is a project of the Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings, a unique collaboration of United Nations agencies, national and international nongovernmental organizations and international agencies providing mental health and psychosocial support in emergency settings.

During the early stages of the project, more than 1700 children, parents, caregivers and teachers from around the world shared how they were coping with the COVID-19 pandemic. The input was invaluable to script writer and illustrator Helen Patuck and the project team in making sure that the story and its messages resonated with children from different backgrounds and continents.

In order to reach as many children as possible, the book will be widely translated, with six language versions released today and more than 30 others in the pipeline. It is being released as both an online product and audio book.

Source: WHO, UNICEF, IFRC, UNHCR

Date of Publication: September 30, 2021

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WHO Global Strategy on Digital Health 2020-2025

The purpose of this global strategy is to strengthen health systems through the application of digital health technologies for consumers, health professionals, health care providers and industry towards empowering patients and achieving the vision of health for all.

The strategy is designed to be fit for purpose and for use by all Member States including those with limited access to digital technologies, goods and services. In the context of this global strategy, digital health is understood to mean “the field of knowledge and practice associated with the development and use of digital technologies to improve health”

Last modified: August 12, 2021

Language: Arabic, English, French, Russian, Spanish

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    More Gender Based Violence Resources

    Student Training Manual on School-Related Gender-Based Violence Prevention and Response- Doorways I

    A set of communication and training materials were developed for an intervention to prevent and mitigate school-related, gender-based violence (SRGBV). The materials included codes of conduct, a life skills curriculum for students, and a training curriculum for teachers, comic books for SRGBV youth clubs, findings from qualitative and quantitative research that provided the evidence for the intervention, and translated and adapted versions of USAID’s Doorways I and III Safe Schools curricula. The intervention was implemented in 31 schools in the DRC.

    The materials are aimed at equipping girls and boys ages 10–14 to resist, avoid, and report incidences of SRGBV and receive supportive services. At the same time, the intervention builds the ability of administrators, teachers, SRGBV focal persons in schools, and parents to identify and discourage SRGBV and intervene, if incidences occur. Healthy gender norms are also promoted.

    The overall objective of the training program is to help students learn how to prevent violence and increase their own effectiveness through better knowledge, attitudes and skills required in the field of healthy relationships, reproductive health, HIV prevention and the rights and duties of children.

    • Doorways I aims to improve interpersonal communication among students, help them with conflict management, and teach critical and creative thinking skills and decision-making to help prevent and fight against GBV. Planned activities in the manual give students the opportunity to participate in learning activities through hands-on experience which allows them to practice their new skills.
    • Doorways II was designed to train community members to help prevent and respond to SRGBV by instructing them in basic listening skills and response procedures. The booklet is also a resource community counselors can refer back to as they seek to put into practice the new information and skills gained from the Doorways training program.
    • Doorways III was designed for teachers of primary schools and those of the terminal degree general secondary education. Teachers can play an important role in the prevention of violence and also help encourage non-violence in families and in the community. This manual includes reference material on the prevention and response on gender-based violence in schools. It contains information and materials that participants can use.

    At the end of the program, students are expected to be able to protect themselves against gender-based violence and have healthy relationships with peers and adults.

    Last modified: July 23, 2021

    Language: Arabic, English, French

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      Teacher Training Manual on Gender-Based Violence Prevention and Response: Doorways III

      A set of communication and training materials were developed for an intervention to prevent and mitigate school-related, gender-based violence (SRGBV). The materials included codes of conduct, a life skills curriculum for students, and a training curriculum for teachers, comic books for SRGBV youth clubs, findings from qualitative and quantitative research that provided the evidence for the intervention, and translated and adapted versions of USAID’s Doorways I and III Safe Schools curricula. The intervention was implemented in 31 schools in the DRC.

      The materials are aimed at equipping girls and boys ages 10–14 to resist, avoid, and report incidences of SRGBV and receive supportive services. At the same time, the intervention builds the ability of administrators, teachers, SRGBV focal persons in schools, and parents to identify and discourage SRGBV and intervene, if incidences occur. Healthy gender norms are also promoted.

      The overall objective of the training program is to help students learn how to prevent violence and increase their own effectiveness through better knowledge, attitudes and skills required in the field of healthy relationships, reproductive health, HIV prevention and the rights and duties of children.

      • Doorways I aims to improve interpersonal communication among students, help them with conflict management, and teach critical and creative thinking skills and decision-making to help prevent and fight against GBV.
      • Doorways II was designed to train community members to help prevent and respond to SRGBV by instructing them in basic listening skills and response procedures.
      • Doorways III was designed for teachers of primary schools and those of the terminal degree general secondary education. Teachers can play an important role in the prevention of violence and also help encourage non-violence in families and in the community. This manual includes reference material on the prevention and response on gender-based violence in schools. It contains information and materials that participants can use.

      At the end of the program, students are expected to be able to protect themselves against gender-based violence and have healthy relationships with peers and adults.

      Last modified: July 23, 2021

      Language: Arabic, English, French

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        Helping Health Workers Learn

        This book provides hundreds of methods, aids, and learning strategies to make health education engaging and effective, encouraging community involvement through participatory education.

        Last modified: July 23, 2021

        Language: Arabic, Bangla, Chinese, English, Farsi, Indonesian, Portuguese, Tamil, Urdu

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          Universal & Adaptable Information, Education & Communication Templates on Family Planning

          These “universal templates” can be used by SBCC specialists who can draw in features that contextualize the images to their setting (such as hair, clothing). The “variation templates” are based on the “universal templates,” and have been adapted to represent four broad ethnic categories. The suggested text is available in English, and also Arabic, Burmese, Somali and Swahili to insert into the blank templates.

          All images are based on a literature review of existing family planning-related IEC materials, many from development contexts. The materials have been reviewed by adolescents and community members representing several displacement settings, and practitioners of family planning.

          Last modified: July 23, 2021

          Language: Arabic, English, Somali, Swahili

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            Community Counselor Training Manual: Doorways II

            A set of communication and training materials were developed for an intervention to prevent and mitigate school-related, gender-based violence (SRGBV). The materials included codes of conduct, a life skills curriculum for students, and a training curriculum for teachers, comic books for SRGBV youth clubs, findings from qualitative and quantitative research that provided the evidence for the intervention, and translated and adapted versions of USAID’s Doorways I and III Safe Schools curricula. The intervention was implemented in 31 schools in the DRC.

            The materials are aimed at equipping girls and boys ages 10–14 to resist, avoid, and report incidences of SRGBV and receive supportive services. At the same time, the intervention builds the ability of administrators, teachers, SRGBV focal persons in schools, and parents to identify and discourage SRGBV and intervene, if incidences occur. Healthy gender norms are also promoted.

            The overall objective of the training program is to help students learn how to prevent violence and increase their own effectiveness through better knowledge, attitudes and skills required in the field of healthy relationships, reproductive health, HIV prevention and the rights and duties of children.

            • Doorways I aims to improve interpersonal communication among students, help them with conflict management, and teach critical and creative thinking skills and decision-making to help prevent and fight against GBV.
            • Doorways II was designed to train community members to help prevent and respond to SRGBV by instructing them in basic listening skills and response procedures. The booklet is also a resource community counselors can refer back to as they seek to put into practice the new information and skills gained from the Doorways training program
            • Doorways III was designed for teachers of primary schools and those of the terminal degree general secondary education.

            At the end of the program, students are expected to be able to protect themselves against gender-based violence and have healthy relationships with peers and adults.

            Last modified: July 23, 2021

            Language: Arabic, English, French

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              More Trending Topic COVID-19 Materials for the Public Resources

              Hygiene and Behavior Change Coalition COVID-19 TV Spots

              The Hygiene and Behavior Change Coalition (HBCC) created these spots and produced them in a variety of languages.

              The HBCC is funded by the Unilever Transform project and the Foreign Commonwealth Development Office.

              The spots are as follows:

              ARABIC

              30 SEC – https://youtu.be/div2O2Esbrw

              15 SEC – https://youtu.be/PDVIrHKh_lk

              6 SEC – https://youtu.be/4i_MObLLX5o

              INDIA

              30 SEC – https://youtu.be/2rZLmXSLn5I

              15 SEC – https://youtu.be/LAZO2aJmFCE

              6 SEC – https://youtu.be/ozP7xX84DcM

              INDONESIA

              30 SEC – https://youtu.be/dRNi_9ZZMxY

              15 SEC – https://youtu.be/nQbttVTgUps

              6 SEC – https://youtu.be/nQbttVTgUps

              AFRICA

              30 SEC – https://youtu.be/5Dkb4kabNdA

              15 SEC – https://youtu.be/v-T4jhZExO8

              6 SEC – https://youtu.be/_fHQ431lOQs

              KENYA

              30 SEC – https://youtu.be/5Dkb4kabNdA

              15 SEC – https://youtu.be/v-T4jhZExO8

              6 SEC – https://youtu.be/_fHQ431lOQs

              Source: Hygiene and Behavior Change Coalition

              Date of Publication: January 5, 2021

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              COVID-19 Global Risk Communication and Community Engagement Strategy

              There is an unprecedented need to elevate the role risk communication and community engagement (RCCE) plays in breaking the chains of transmission and mitigating the impact of the COVID-19 pandemic.

              Until biomedical tools such as vaccines or treatments are developed and widely available, people’s behaviour and their willingness to follow public health and social measures remain the most powerful tools to stop the spread of the virus.

              The COVID-19 Global Risk Communication and Community Engagement Strategy, December 2020 – May 2021 provides an important update for member states and supporting partners. The updated strategy is underpinned by a socio-behavioral trends analysis and builds on the learnings from the response to-date. The shift presented in the document is towards the community engagement and participatory approaches that have been proven to help control and eliminate outbreaks in the past.

              The overarching goal of the strategy: That people-centred and community-led approaches are championed widely – resulting in increased trust and social cohesion, and ultimately a reduction in the negative impacts of COVID-19.

              Last modified: January 4, 2021

              Language: Arabic, English, French, Russian, Spanish

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                SBCC Check-In Quality Improvement Tool

                This is a streamlined tool to improve the quality of social and behavior change communication (SBCC) programs: SBCC Check-In. It is designed to be quick, constructive and used consistently throughout an SBCC programming cycle. Each SBCC Check-In only takes about 30 to 60 minutes to complete.

                The tool includes a set of quality standards based on a review process that identified common elements of the most effective SBCC programs. The standards are organized into three sections according to the general phases of programming: planning, implementation and evaluation. SBCC Check-In users choose a particular SBCC program or program component to assess and a section of the tool to use, depending on their stage in the program cycle. After scoring the program against each quality standard, users receive an overall section score with color-coded score interpretations, which can be used to help focus attention on critical areas for improvement in their program. Users are then guided through the creation of a simple quality improvement action plan.

                Arabic translation of SBCC Check-In Quality Improvement Tool

                التحقق من جودة التواصل للتغيير الاجتماعي والسلوكي

                Last modified: November 17, 2020

                Language: Arabic, English

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