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UNICEF - At a glance: Occupied Palestinian Territory - UNICEF provides support to Pales... - 0 views

www.unicef.org/...oPt_59933.html

children community education UNICEF palestinian territory Palestine Israel

shared by Teachers Without Borders on 06 Oct 11 - No Cached
  • DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
  • Country website Countries in this region All countries   UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions By Monica Awad DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
  • Despite these efforts, a newly added classroom was knocked down a few months later, right before the eyes of 15 students who were forcibly moved out just minutes before the walls caved in.
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  • Rana Najadeh, 12, recalled her horror as she bore witness to the destruction. “I got very scared when the soldiers came to demolish our class,” she said. “I rushed out to check on my six year old brother Suleiman, who was crying.” The demolition did not end there, however, as nine other residential structures were also destroyed that day, leaving 30 children and their families homeless. 
  • Thankfully, UNICEF and Islamic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play.
  • amic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play. “Sometimes for children it is simply the opportunity to play and have fun – be a child – in a safe environment,” said UNICEF Deputy Special Representative, Douglas G. Higgins. “In the end, the psychosocial project is important for children to have a sense of stability, normality and opportunity to reach their potential.” Dkaika children are not the first ones to receive help however, as UNICEF has worked with ECHO since 2003 to help Palestinian children and their families cope with the conflict and violence that affects their daily lives. The activities focus on children who live in areas exposed to frequent home and school demolitions, as well as young Bedouins and children with disabilities. “We must not fail Dkaika children,” said the Deputy Special Representative. ”Education is the cornerstone for peace and security and is at the heart of equity.” var emailarticleloc = location.href; emailarticleloc = emailarticleloc.replace("http://www.unicef.org",""); emailarticleloc = emailarticleloc.replace("http://unicef.org",""); var emailarticle = "Email this article Email this article UNICEFBLOG.addentry({ linkClassName: "bloglink", image: "", title: "UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions", blurb: "DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment. 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The story's headline, main picture and summary will be displayed on your page as in the preview below. Writing the rest of the blog post will be up to you! Click in the area below, then copy the code and paste it in your blog page: <div class='UNICEFBlogEmbed' dir='ltr'> <h2><a href='http://www.unicef.org'><img src='http://www.unicef.org/infobycountry/images/unicefSmallBlue.png' alt='UNICEF' /></a></h2> <h3><a href='http://www.unicef.org/infobycountry/oPt_59933.html'>UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions</a></h3> <p class='embed_teaser'>DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment. </p> <div class='UNICEFPush'> </div> </div> <style type='text/css'> .UNICEFBlog { background-color: #F3F3F3; color: #000000 !important; border: 1px solid #C3C3C3; height: 425px; width: 425px; } .UNICEFBlog h2, .UNICEFBlog h3, .UNICEFBlog p, .UNICEFBlog a, .UNICEFBlog li { margin: 0 !important; padding: 0 !important; line-height: 1.3 !important; font: 10px verdana,arial,helvetica,sans-serif !important;} .UNICEFBlog img { border: 0 !important; } .UNICEFBlog a { text-decoration: none; } .UNICEFBlog h2, .UNICEFBlog h3 { margin: 0 0 7px !important; } .UNICEFBlog .content { padding: 10px !important; padding-bottom: 20px !important; } .UNICEFBlog #closebtn { float: right; height: 18px; width: 18px; } .UNICEFBlog h2 { color: #DF5E32 !important; font-size: 15px !important; font-weight: bold !important; } .UNICEFBlog p { font-size: 10px !important; margin-top: 10px !important; } .UNICEFBlog strong { font-size: 10px !important; } .UNICEFBlog form { margin: 10px 0 3px !important; } .UNICEFBlogEmbed { margin: 8px 0 !important; padding: 10px 5px !important; } .UNICEFBlogEmbed { background: #ffffff none !important; border: 1px solid #0099FF !important; border-width: 4px 0 1px !important; } .UNICEFBlogEmbed h2, .UNICEFBlogEmbed h3, .UNICEFBlogEmbed p, .UNICEFBlogEmbed a, .UNICEFBlogEmbed li { margin: 0 !important; padding: 0 !important; line-height: 1.3 !important; font: 10px verdana,arial,helvetica,sans-serif !important;} .UNICEFBlogEmbed img { border: 0 !important; } .UNICEFBlogEmbed a { text-decoration: none; } .UNICEFBlogEmbed h2 { margin-bottom: 0 !important; } .UNICEFBlogEmbed h3 { margin: 0px !important; margin-top: 2px !important; } .UNICEFBlogEmbed h3 a { color: #0000ff !important; font-size: 12px !important; font-weight: bold !important; font-family: arial,sans-serif !important; } .UNICEFBlogEmbed a.img { float: left !important; margin: 0 7px 1px 0 !important; border: 0; } .UNICEFBlogEmbed a.img img { border: 1px solid #999999 !important; width: 100px; } .UNICEFBlogEmbed p { margin-top: 2px !important; } .UNICEFPush { clear: both; font-size: 1px; height: 1px; line-height: .1; } </style> Preview: http://www.un
Teachers Without Borders

Developing Locally Meaningful Indicators for Child-centered Psychosocial Programming in... - 0 views

www.cpcnetwork.org/resources-results.php

uganda programming Education in Emergencies psychosocial children support

shared by Teachers Without Borders on 01 Feb 12 - No Cached
  • Teachers Without Borders on 01 Feb 12
     
    Defining Success: Developing Locally Meaningful Indicators for Child-centered Psychosocial Programming in Uganda
Teachers Without Borders

Annotated Bibliography: Early Childhood Care and Development in Emergency Situations | ... - 0 views

www.ineesite.org/...nd-development-in-emergency-si

bibliography teachers Education in Emergencies Education Under Attack

shared by Teachers Without Borders on 14 Nov 13 - No Cached
  • Teachers Without Borders on 14 Nov 13
     
    This annotated bibliography reflects the findings from a scoping exercise to identify the published research about young children in emergency and crisis. Every year, emergenices place millions of children at risk worldwide affecting young children's security, health, emotional and psychosocial development. Early Childhood care and development (ECCD) in emergencies provides immediate, life-saving, multi-sectoral support for children from conception to eight years during times of crisis. The scope of the literature includes aspects of the need for ECCD in emergencies; interventions in ECCD in different types of emergency; and curricula, resources, training and dissemination of information for ECCD in emergencies. To suggest additional articles to be included in the annotated bibliography or for further information, please contact minimumstandards@ineesite.org or earlychildhoodtaskteam@ineesite.org.
Teachers Without Borders

UNICEF - Egypt - Psycho-social support for children caught in violence on Egypt's streets - 0 views

www.unicef.org/...egypt_57696.html

Egypt unicef children psychosocial

shared by Teachers Without Borders on 20 Feb 11 - No Cached
  • CAIRO, Egypt, 18 FEBRUARY 2011 – UNICEF has launched a psycho-social support programme for children who were affected by violence during the uprising in Egypt in recent weeks.
  • According to preliminary figures announced by the Ministry of Health and by human rights organizations, 365 people – including 13 children, reportedly – were killed during the events in different governorates, and thousands of people were injured.
  • “In this psycho-social programme, we are preparing the teacher, the psychologist and the social worker to communicate actively with the children,” said Dr. Bahary. “This communication is based on listening and arts in order to give children a chance to express themselves accurately, and this of course will reduce their anxiety.”
Teachers Without Borders

UNICEF - Tunisia - Protecting children's right to education during unrest in Tunisia - 0 views

www.unicef.org/...Tunisia_57725.html

tunisia children protecting unicef Education Under Attack

shared by Teachers Without Borders on 25 Feb 11 - No Cached
  • TUNIS, Tunisia, 23 February 2011 - After his school was attacked three times in two weeks, *Issam, 13, admits he’s afraid. Popular protests in Tunisia started mid-December in the interior regions of the country and led, a month later, to the toppling of the then President, causing schools to close down for two weeks.
  • Since interim authorities have taken over, schools have begun to reopen. Now, after a few days of strikes, schooling is slowly returning to normal. Insecurity, however, remains a concern. Across the country, schools have reported incidents of theft, looting, burning and armed attacks.
  • Most of the demonstrators are believed to be outlaws whose sole purpose is to destabilize the country. On one occasion, according to Imene, they came with knives, sticks and shards of glass. They even locked the teachers in one room and left with the key.
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  • The exact number of schools that have been targeted during the recent unrest is unknown. UNICEF, however, estimates that basic schools have been looted, damaged or stolen in seven of out 23 regions, with serious degradations in Sidi Bouzid, the heart of the revolution, where six primary schools have been looted and partially burnt
  • Beyond the damage to buildings, these events have also left an impact on schoolchildren throughout the country, many of whom have been direct witnesses of scenes of violence. To make sure their children are safe, some parents have decided to keep watch inside the school.
  • UNICEF will be supporting the Ministry of Education in rehabilitating damaged schools, providing psychosocial support to affected children, and promoting opportunities for dialogue and the restoration of mutual trust and respect between students and teachers.
  • In the meantime, Imene is worried. “I want things to go back to normal,” she says. “I have an important exam this year, and I want to pass it.” Both she and her brother are looking forward to the day when things calm down and they resume their daily activities.
Teachers Without Borders

World Education - Feature Stories - Zimbabwe: Using Soccer to Fight HIV - 1 views

www.worlded.org/..._Using_Soccer_to_Fight_HIV.cfm

sport soccer health HIV_AIDS education

shared by Teachers Without Borders on 23 Jun 11 - No Cached
  • Grassroots Soccer is an innovative organization that uses the power of soccer as an entry point to achieve its main objective of providing rigorous health education, focusing on HIV and AIDS
  • Led by coaches, in addition to engaging students in critical learning about HIV prevention, the program provides psychosocial support and the opportunity for kids to form trusting relationships with responsible adults who are role models.
  • the Grassroots approach of using fun and games achieves results. In a 2007 evaluation, it was found that children who went through the program had significantly reduced incidences of multiple sex partners compared to children who did not participate.
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