VIPP webpage in Spanish

20 05 2010

Since April 2010 we count with a Spanish website named http://www.vipp.es, which has been posted by our VIPP Community of Practice in Ecuador.
Now we count with a Spanish VIPP manual, which is a revised version of the translation of the second edition and third reprint of the English language manual published by Southbound in Penang, Malaysia.
Please, if you want to order the manual write to Tillmann2003(at)gmx.net and we will inform you about costs of the manuals including postage.

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VIPP in Adolescent Health: Teaching – Learning Tool

24 02 2007

The use of VIPP in a key teaching-learning tool developed by WHO’s Department of Child and Adolescent Health and Development.

A key priority of the Department of Child and Adolescent Health and Development is to strengthen the capacity of health workers to respond to their adolescent patients effectively and with sensitivity. The aim is not to create a cadre of specialists. It is to build the capacity of trained and registered health workers who are already providing preventive and curative clinical services to children, adolescents and adults.
The objectives of the capacity building efforts are to help the health worker find answers to these questions:
• Why should I be concerned about adolescents ?
• What do I need to know & do differently if the patient who walks into my clinic is 16, not 6 or 36?
• What could I do outside my clinic, to help other influential people in my community understand & respond to the needs of adolescents?

A package of teaching-learning tools that aim to add, and add value to existing WHO training materials and guidelines have been developed. A key tool is the Orientation Programme on Adolescent Health for Health Care Providers (OP).

The OP aims to draw upon the experiences of participants to:
• help them see adolescents in a way that they have not done before;
• help them view things from an adolescents’ perspective;
• motivate them to them to do something meaningful for adolescents;
• help them think through how to deal with adolescents in their everyday work.

The OP uses a mix of teaching-learning methods, that match the teaching-learning objectives. These include:
• Mini lectures
• Structured discussion
• Analysis of case studies
• Problem solving
• Role playing
• Stimulating reflection on personal & professional experiences.

The VIPP methodology provides the basis for much of the plenary and group work sessions. It ensures that the teaching and learning is truly participative. The Module on Substance Use in Adolescents, for example, illustrates how participatory methods grounded in VIPP have been interwoven with more conventional methods (such as mini lectures). This is crucial because in a typical OP workshop, involves cadres of health workers (e.g. doctors and nurses); and health workers of different levels of seniority (e.g. senior and junior nurses). Adolescents are also involved as active participants.





Question on facilitation in European settings

7 02 2007

Kristina Wimberley – Copenhagen

When I worked with UNICEF and WHO (1998-2002) I became completely “converted” to VIPP. However, I am wondering whether it is just as applicable in a Danish setting. In Denmark, there is an “ideology of sameness” which means that everyone should – ideally – be equal. This is expressed in many ways, but typically it involves sitting around a table at the same eye level and talking, and talking, and talking in a cosy atmosphere…. When I facilitated a session using VIPP last week, one feedback I got was that they felt that I was “distanced” from the group because I didn’t join the others in their discussions. This was because I was standing up a lot of the time and not sitting down with them. Clearly, I would do that more another time, but it got me thinking about whether I broke an unspoken cultural rule. Has anyone else experienced something similar?

Feb 5, 11:27 PM

Timmi Tillmann
In group situations exist cultural preferences and I would not deny the possibility that you may have broken a cultural rule. However, there is also another explanation: Did you make your role transparent and explain beforehand that you will be the facilitator and that the aim of this role is to make group discussions more effective and more democratic? This usually works to evoke a different reaction. Once participants feel the advantage of facilitation, they will accept it, in my experience.

Then, you may think about the value of sameness and power relations – did you affect the power balance or relations within the group by taking a different role? I have experienced that “talkshops” do not lead to action (NATO – No Action, Talk Only), participants are used to it, do not have to change their attitudes and it does not affect the status quo. By adding visualisation and key questions to organise the discussion the participants may feel challenged and uncomfortable. Such methods have been used in a lot of social development agencies across Europe and also in the private sector in some countries.