IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings  (Inter-Agency Standing Committee, 2007).  

This set of guidelines enable humanitarian agencies, workers, and communities to implement a set of multi-sectoral responses to support people's mental health and psychosocial well-being in the midst of an emergency.  With a definite focus on social interventions and supports, these guidelines also highlight the importance of utilizing local resources (e.g., teachers, health workers, healers, women's group, etc.) to promote psychosocial well-being.  The guidelines also include attention to protection and care of people with severe mental disorders. Of particular importance to early childhood care and development, see Action Sheet 5.4: Facilitate support for young children (0-8 years) and their caregivers. This section reveals suggestions and key actions to support young children (0-8 years) experiencing emergency situations.  These guidelines are available in various languages (i.e., Arabic, French, and Spanish): 

• IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (ARABIC)
• IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (FRENCH)
• IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (SPANISH)

There is also a poster format which lists minimum responses during emergency situations, including "Common functions", "Core mental health and psychosocial support, and "Social considerations in sectors":

• Poster-- IASC Guidelines and Mental Health and Psychosocial Support in Emergency Settings
• Poster-- IASC Guidelines and Mental Health and Psychosocial Support in Emergency Settings (ARABIC)
• Poster-- IASC Guidelines and Mental Health and Psychosocial Support in Emergency Settings (FRENCH)
• Poster-- IASC Guidelines and Mental Health and Psychosocial Support in Emergency Settings (SPANISH)

The Unique Needs of Children in Emergencies: A Guide for the Inclusion of Children in Emergency Operations Plans (Save the Children, 2007)

This guide was created to help local and state emergency managers/coordinators in their efforts to develop and maintain a Children in Emergencies supplemental document to the community’s standard Emergency Operations Plan (EOP) that addresses the special needs of children. This guide is meant to drive the active planning process, not to take its place. There is no single format that can adequately fit every community – developing this capacity is both the legal and the moral responsibility of the community leaders themselves.

U.S. safe spaces program manual (Barry, D., Madfis, J., Dischino, K., Grace, C., Massad, C., Rono, D., et al., 2007).

This manual is designed for use during the first 48-72 hours following a disaster. It is written to guide Safe Spaces Staff, Site Coordinators, Volunteers and Emergency Site Managers in shelters, service centers and other emergency sites to set up and run Safe Spaces for children. It is a general guide to provide safe learning and play environments for children in emergencies. The publication of these guidelines aims to facilitate the rapid implementation of effective Safe Spaces in the context of both natural disasters and complex emergencies.

Children and War Capacity Building Initiative Series--Field Guides (Save the Children)

• Child Soldiers--  This particular manual highlights child soldiers and issues of social reintegration and the prevention of recruitment of girls and boys.
• Education--  This particular manual focuses on the transition from non-formal to formal education activities in order to foster sustainability and community involvement.
• Psychosocial  -- This manual highlights psychosocial care and support, and provides a resource kit applicable to all areas of children and war programming.
• Separated children --  This manual highlights the care and protection of children separated from families as well as steps to take toward reunification.

International Donor Agencies' Guidelines for Responding to Children in Emergencies (Prabhu, N. A.,  2007)

The document review discusses selected guidelines and recommendations that international actors have formulated as a result of experience providing relief for young children in emergencies. Its purpose is to help develop response plans for future emergencies. The failure to respond to and protect children from escalating threats in emergencies has many consequences including a loss of educational opportunity and a long-term social cost. The prevent these tragedies children's core needs need to be met in safe, protected and structured settings, with support provided for caregivers. The document review is followed by a discussion of the guidelines and recommendations for the future development of response guidelines.

Making Space for Children: Planning for Post-Disaster Reconstruction with Children and Families (Bartlett, S., 2006)

This manual was composed based on the work of Save the Children, in communities affected by the tsunami that struck Indonesia in 2004. This publication explains how to implement safe environments for the normal development of activities for children during the reconstruction of communities, as well as respect for their privacy.

Education in emergencies: A resource tool kit (Smith, M., Aguilar, P., & Woods, L., 2006)

This tool kit may be used as a resource to prepare and to re-establish education within situations of emergency. These materials can be used in three main ways: 1) as a resource in conjunction with education in emergencies training, 2) as a guide for emergency preparedness, and in particular, for preparing Emergency Preparedness and Response Plans, and 3) as a reference in the face of an emergency. 

Chapter 10--Learning spaces and school facilities--In Guidebook for Planning Education in Emergencies and Reconstruction (UNESCO, 2006)

This guide emphasizes the urgency to provide children with educational access during situations of emergency. This document acknowledges the importance of providing not only a safe and secure environment for these children, but also a high quality education during emergencies.

ECD guidelines for emergencies--The Balkans (Cuninghame, C., Hyder, T., Kesler, D., & Penn, Helen [Ed.], 2006)

This guide focuses specifically on young children and Early Childhood Development (ECD) programmes. ECD is vital for children to maintain a sense of normalcy and control in their lives, especially during situations of emergencies. The booklet serves as a reference for constructive ways in working with these children, ensuring to draw upon their own resilience, as well as to rely on the strengths and assets of their communities. However, when using these guidelines, it is important to rely on your own skills, knowledge of the local situation, and common sense

Field-friendly guide to integrate emergency obstetric care in humanitarian programs (WCRWC, 2005) 

This field-friendly guide focuses on the practical aspects essential for a successful implementation of emergency obstetric care in the field, including the UN process indicators for monitoring and evaluation of services. This document includes a list of key resources, as well as incorporates feedback from various organizations. This manual is useful for organizations, program managers and field staff who provide RH care in humanitarian crises.

Inter-Agency Guiding Principles on Unaccompanied and Separated Children  (ICRC, IRC, Save the Children UK, UNICEF, UNHCR, World Vision, 2004)

The purpose of this publication is to outline the guiding principles which form the basis of action for separated or unaccompanied children. These principles are primarily intended for national, international, non-governmental organization, and associations. They are also designed to assist governments and donors in meeting their obligations and funding decisions.

Guidelines for education in situations of emergency and crisis (Bensalah, K. [Ed.], 2002)

This guideline discusses key issues to consider when developing an emergency response or preparedness of EFA plans of action. This guideline provides orientations, recommendations, and strategic planning for achieving EFA in situations of emergency.

Foundations: Working with Children (Action for the Rights of Children, 2001)

The following resource pack addresses critical issues for communicating with children in emergency situations. The materials serve to foster the skills and knowledge of professionals working with refugee and displaced children: 1) understanding child communication versus adult communication, 2) developing interpersonal qualities for effective child communication, 3) maintaining sensitivity to cultural norms, 4) acknowledging principles that guide program planning to enhance psychosocial well-being, etc…Please note that the purpose of this package is to also stimulate learning and discussion, and should be used in conjunction with stated policy (they do not replace it).

How to help the children in complex humanitarian emergencies: A practical manual (Mandalakas, A., Torjesen, K., Olness, K., n.d.)

This manual is written for those who work in complex humanitarian emergencies (CHEs) and who are experts in their own area, but may not be child health specialists. Everyone who works in a refugee setting, whether they have a child health background or not, recognizes the importance of water, food, shelter and sanitation. Everyone should also know how to provide for these and the other needs of children in a developmentally appropriate and nurturing manner. This manual will provide some basic and useful information on how to help the children in complex humanitarian emergencies.