Mental Health and Psychosocial Support

This briefing note summarises key mental health and psychosocial support (MHPSS) considerations in relation to the 2019 novel coronavirus (COVID-19) outbreak.

These mental health considerations were developed by the WHO’s Department of Mental Health and Substance Use as messages targeting different groups to support for mental and psychosocial well-being during COVID-19 outbreak.

The key messages for this annex summarize key mental health and psychosocial support considerations in relation to the 2019 new coronavirus outbreak. As well as general health and child protection services, schools can also provide critical support and play a role in the care, support and promotion of mental health and psychosocial support.

The purpose of the INEE Guidance Note on Psychosocial Support is to clarify the importance of supporting the psychosocial wellbeing of children and youth, and to offer specific strategies for how to incorporate psychosocial support (PSS) into education responses.

This module outlines 3 hours (180 minutes) of training activities and materials related to psychosocial support (PSS) and social and emotional learning (SEL) in emergency contexts. It includes supplementary activities to further understanding of PSS-SEL concepts, for an extended duration of 5 hours (270 minutes).

This 3-day psychosocial support (PSS) for teachers and other stakeholders aims to assist people working in Sierra Leone’s education sector to feel to support the psychosocial wellbeing of pupils in classrooms and the wider school environment.

This guide aims to increase the knowledge on social mobilisation and community engagement activities that can be used to engage children during the Ebola outbreak. 

The current COVID-19 outbreak has provoked social stigma and discriminatory behaviours against people of certain ethnic backgrounds as well as anyone perceived to have been in contact with the virus.

This book was a project developed by the Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings (IASC MHPSS RG).  The project was supported by global, regional and country based experts from Member Agencies of the IASC MHPSS RG, in addition to parents, caregivers, teachers and children in 104 countries.

Helping children cope with stress during the 2019-nCoV outbreak

When you are thrown into a crisis or exposed to it through what you hear and see from others directly involved, it doesn’t matter if it is a natural disaster, a war, violent demonstrations or a pandemic, your mind has a natural/normal response that is meant to protect you. However, sometimes that response makes you feel like you are not “yourself”.

The games contained in this resource are focused specifically on developing a particular set of life skills, related to the COVID-19 crisis, that support children to stay healthy, stay active, take care of themselves and take care of one another, as well as skills for parents/caregivers.

These brief tips are for fathers, mothers or other caring adults supporting the wellbeing and learning of girls and boys affected by COVID-19 school closures. They are designed to compliment government-developed distance learning materials, where available.

Session topics include Appropriate Safety on Ebola Prevention, Psychosocial Counselling, Stress, and Life Skills.

This psychosocial support (PSS) and learning kit aims to provide list of tools and activities Child Protection and Education partners can use.

By using this booklet, children will be able to reflect on the current issues related to COVID-19 and discuss hygiene and healthy distance measures recommended by the authorities. Furthermore, this booklet includes activities to help children expressing their feelings and processing the experience that we all are going through as a measure of emotional support. 

This series addresses the needs of children during the COVID-19 pandemic by providing simple, but meaningful activities that reinforce emotional wellbeing. The podcasts give caregivers daily structure to enhance self-resilience and explore possibilities to support themselves and children of all age groups and learning stages.

Four activity worksheets on breath work, mindful movement, dealing with emotions, and wellbeing.

This Guidance Note aims to help UNICEF education staff at all levels, who are working in humanitarian, transition, and development contexts, analyze risk and adapt education policies and programs to take risk into account, so that education populations and systems are more resilient and all children and youth are in school and learning.

This pack of activities is intended to support distance learning opportunities for children who are currently out of school and have no, or limited, access to quality education. These materials can also be used as a compliment to formal or non-formal education where social emotional learning (SEL) is not adequately covered by the curriculum.