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Search Close Search UNICEF Fulltext search Max Programme Communication for Development (C4D) Communication for Development (C4D) also referred to as Social and Behaviour Change Communication (SBCC) aims to engage children, families and communities to exercise their rights and unlock solutions that will create changes for a social cause. UNICEF2019/Fouad-Choufany/Lebanon Challenge Solution Resources Available in: English العربية Communication for Development (C4D) is one of the UNICEF strategies aimed at leveraging the power of community dialogue and participation, the reach and power of mass media and digital platforms, the intimate value of interpersonal communication and the critical influence of social networks and movements. (...) By supporting the improvement of the InterPersonal Communication (IPC) and counselling skills of service providers; by placing additional focus on the inclusion of marginalized groups and emphasis on inclusion for children with disabilities.
Language:English
Score: 1270775.9 - https://www.unicef.org/lebanon/communication-development-c4d
Data Source: un
Sections of it could be infused in the science, drama, social studies and religious studies classes. Theme: Self and Interpersonal Relationships Unit 1: Self General Objectives: 1. (...) So although HFLE needs to be included in their programme but care should be exercised to prevent an overload of their curriculum. (...) Other topics of focus include: • Moving to a new school • Making new friends • Exercising care (Being careful) • Use and abuse of drugs • Responsible sexual behaviour Review of previous lessons was recommended to allow for the strengthening of coping, communication, and decision-making skills.
Language:English
Score: 1263838.1 - https://www.unicef.org/jamaica...aluation-Final-Report-2006.pdf
Data Source: un
An example is Problem Management Plus , which can be used individually and in group format and employs behavioural techniques, relaxation training, problem-solving treatment and ways to strengthen social support. The manual Group Interpersonal Therapy (IPT) for Depression describes a group counselling approach that focuses on identifying and addressing interpersonal difficulties.  (...) The illustrated guide Doing What Matters in Times of Stress can also be used by individuals, alone or with the accompanying audio exercises. WHO’s mental health Gap Action Programme (mhGAP) focuses on helping countries to scale up first-line support for mental health conditions through training of non-specialists. (...) Download Read More 1 January 2020 Group Interpersonal Therapy (IPT) for Depression Depression is an important health condition.
Language:English
Score: 1233169.1 - https://www.who.int/health-topics/depression
Data Source: un
Reflecting on the relevance of social cohesion in your work.  Ice Breaker  Exercise: When I hear ‘social cohesion’ I think of… • What are the first ideas that come to mind when you hear ‘social  cohesion’? (...) Group Work: Thinking Hats  Listen to Instructions Complete Exercise  Elect a team representative and share key points from your group discussion in 5mts What is Social Cohesion ‘Mainstreaming’? • Assessing the situation using a social cohesion lens (descriptive) • Promoting/strengthening social cohesion through our actions/work (prescriptive) Exercise: When I hear ‘social cohesion’ I think of… • What are new ideas that come to mind when you hear ‘social  cohesion’?
Language:English
Score: 1202207.6 - https://www.unocha.org/sites/u...tation%2011%20March%202020.pdf
Data Source: un
The highly interactive exercise involved reminding volunteers of the key messages they will share with the communities regarding social distancing, wearing of masks and appropriate handwashing amongst other things. (...) The Manzini Town Council also urged volunteers to practice all safety precautions and stay safe as they embark on this exercise.  Subsequent to the commissioning, the group will commence with the campaign for a period of two weeks engaging residents in the COVID-19 hotspots which include Ngwane Park, Fairview, Moneni, Mpholi and Ngculwini amongst others.  The Ministry of health, Red Cross, WHO and UNICEF will also support monitoring of this activity to be able to address any challenges that the volunteers may face as they conduct the exercise.     Related topics Humanitarian Action and Emergencies Emergency relief and response Emergency supplies Education in emergencies Eswatini More to explore Article Over 350000 learners were affected by the closure of schools Over 350 000 learners were affected by the indefinite closure of schools in March 2020 amid escalating cases of COVID-19 around the world.
Language:English
Score: 1202207.6 - https://www.unicef.org/eswatin...ni-gate-gate-campaign-covid-19
Data Source: un
As a volunteer, you will be taking part in campaigns to improve safety skills of schoolchildren during natural disasters, including fires and earthquakes, through simulation exercises, conducting an information campaign on the prevention of COVID-19 in schools in the country as well as creating a safe environment for every child through eradicating violence against children. (...) UNICEF/Kyrgyzstan Program Overview    Capacity Building Training Camp  Online Advocacy Campaign   Simulation Exercise  The scope of work and key tasks Promoting and raising public awareness on the following topics: disaster risk reduction, schools with no violence, safe road crossing, air pollution. (...) Disaster Risk Reduction: Supporting disaster preparedness training activities and conducting simulation exercises in schools. Schools with no violence: to be an active member of society in reducing violence against children.
Language:English
Score: 1187324.9 - https://www.unicef.org/kyrgyzs...unicef/volunteering-initiative
Data Source: un
Resources Durban+20 Sketches   Teach Educators #FightRacism Create an environment of acceptance and celebration There are many ways to make classrooms and other learning environments a place of acceptance and celebration. Recognizing that interpersonal styles can be driven by culture, as well as personality, is key. Cultural factors can influence some of our interpersonal responses, such as how much eye contact we find comfortable how receptive we are to group learning strategies our style of dramatic play or story-telling For better understanding and greater acceptance, educators are encouraged to introduce as much cultural diversity as possible into the curriculum. (...) Racist behaviour can be interpersonal; treating some people according to their race or colour, for example, and also institutional; for example: societies systematically denying groups the exercise of their human rights on an equal footing to others; societies limiting opportunities in the political, economic, social, cultural or other fields of public life to specific groups based on race.  
Language:English
Score: 1186609.9 - https://www.un.org/en/node/140328
Data Source: un
Resources Durban+20 Sketches   Teach Educators #FightRacism Create an environment of acceptance and celebration There are many ways to make classrooms and other learning environments a place of acceptance and celebration. Recognizing that interpersonal styles can be driven by culture, as well as personality, is key. Cultural factors can influence some of our interpersonal responses, such as how much eye contact we find comfortable how receptive we are to group learning strategies our style of dramatic play or story-telling For better understanding and greater acceptance, educators are encouraged to introduce as much cultural diversity as possible into the curriculum. (...) Racist behaviour can be interpersonal; treating some people according to their race or colour, for example, and also institutional; for example: societies systematically denying groups the exercise of their human rights on an equal footing to others; societies limiting opportunities in the political, economic, social, cultural or other fields of public life to specific groups based on race.  
Language:English
Score: 1186609.9 - https://www.un.org/en/fight-racism/get-involved/teach
Data Source: un
REPORT OF THE SPECIAL RAPPORTEUR ON VIOLENCE AGAINST WOMEN, ITS CAUSES AND CONSEQUENCES, RASHIDA MANJOO
Interpersonal violence includes such forms of abuse as economic, psychological, sexual, emotional, physical and verbal threats and actions. (...) In addition, social, economic, and cultural life must be seen as the condition precedent to the meaningful exercise of civil and political life. This is possible through recognizing the connection between civil, political, economic, cultural and social rights, and also through challenging the hierarchy, which privileges civil and political rights. 62. (...) The broad categories of interpersonal and structural violence are neither mutually exclusive nor ranked.
Language:English
Score: 1170401.5 - https://daccess-ods.un.org/acc...get?open&DS=A/HRC/17/26&Lang=E
Data Source: ods
REPORT OF THE ETHICS OFFICE 2021
This includes a lack of knowledge about what constitutes established reporting mechanisms, and, in the case of alleged harassment, a lack of clarity on the distinction between a legitimate exercise of authority, incivility and behaviour that constitutes misconduct. 24. (...) At the conclusion of the verification exercise, 17 per cent (8 persons) were determined to have assets or transactions that were not reported in their financial disclosure statements. (...) The pandemic has increased the risk of interpersonal misconduct. Global rates of depression and mental illness are growing at alarming rates.
Language:English
Score: 1167811.1 - https://daccess-ods.un.org/acc...t?open&DS=DP/FPA/2022/7&Lang=E
Data Source: ods