A/HRC/43/39 104. In terms of treatment, care and rehabilitation within low-resource settings, a basic package of interventions for children could include training programmes on parenting skills, which are effective for children with developmental, behavioural and emotional problems. The community-based rehabilitation model is a rights-based approach, building on the inherent strengths of the community and involving people with disabilities, family members and volunteers. The approach should be supported by local health professionals to facilitate inclusion in mainstream services, when possible, and tailored to local specific needs and resources. The evidence from community-based rehabilitation programmes is mostly supportive of their acceptability and beneficial effects.82 105. Late childhood and adolescence present further opportunities for ameliorating the effects of early disadvantage, building resilience and reducing the harmful consequences of conditions that have an onset in this period. Family, parents, peers, school and community can provide the crucial protective inner circle. Universal socio-emotional learning interventions in communities and schools promote children’s social and emotional functioning, improve academic performance and reduce risk behaviour, including smoking and teenage pregnancy. Such interventions can be delivered by peers, teachers and counsellors through integrating them into youth programmes or school curricula (for example, the HealthWise programme in South Africa). The most effective interventions use a whole-school approach in which socio-emotional learning is supported by a school ethos and a physical and social environment that is health-enabling, involving staff, students, parents and the local community. Such interventions act directly by promoting self-efficacy and trust, and through reducing risk factors such as bullying. Economic analyses indicate that socio-emotional learning interventions in schools are cost-effective, resulting in savings from improved health outcomes and reduced expenditure on the criminal justice system.83 106. Suicidality among adolescents is a major public health concern. Multimodal programmes, including community and school-based skills training for students, screening for at-risk young people, education of primary care physicians, media education and lethalmeans restriction, offer the most promising prevention strategies (for example, the “Going Off, Growing Strong” programme in Canada). Targeted or indicated preventive interventions focus on young people who have had experiences that increase their vulnerability to mental disorders or who show sub-threshold symptoms. Interventions that promote coping and resilience, including cognitive skills training, help to prevent the onset of anxiety, depression and suicide.84 107. A substantial body of evidence exists on effective clinical interventions for people with mental disorders in humanitarian emergencies. The Inter-Agency Standing Committee guidelines on mental health and psychosocial support in emergency settings include reinforcement of existing community resilience, avoiding medicalization of distress, proactive case identification with referrals to appropriate interventions, integration into emergency medical and social care responses, and actively promoting service use. Through a range of psychosocial interventions, mental health and psychosocial support is now more strongly aligned in the humanitarian context and other global mental health initiatives than previously. An active role for members of local communities and local authorities at every stage of organizing mental health care in these contexts is essential for successful, coordinated action and the enhancement of local capacities and sustainability. A coordinated response should ensure that the response builds the foundation of a sustainable mental health-care system.85 82 83 84 85 Ibid. Ibid. Ibid. Ibid. 19