NMHP ---------DMHP
TRAINING OF TRAINERS -
INTRODUCTION
Dr. M. Malaiappan,
Director and Professor,
Institute Of Mental Health,
Chennai.
DMHP was launched in 1996- 1997 in four
districts, one each in Andhra Pradesh, Assam,
Rajasthan and Tamil Nadu
INTRODUCTION In Tamil Nadu, DMHP was launched in 1998 in
Trichy.
Launched in Madurai and Ramanathapuram in
2001
Gradually extended to all districts of Tamil Nadu
AIM OF THE IMPLEMENTATION OF DMHP
To ensure availability and accessibility of mental health care to all
the most vulnerable and under-privileged.
Integration of Basic mental heath care with general health
services.
To promote community participation in the mental health services
and to stimulate efforts towards Self-help.
To Increase awareness about mental health in general public.
AIM OF THE IMPLEMENTATION OF DMHP
To ensure availability and accessibility of mental health care to all
the most vulnerable and under-privileged.
Integration of Basic mental heath care with general health
services.
To promote community participation in the mental health services
and to stimulate efforts towards Self-help.
To Increase awareness about mental health in general public.
DMHP
Phase - I - Training & I.E.C
Phase – II – Treatment
Phase – III - Rehabilitation
TARGET TRAINEES
Trainers - Psychiatrists in Medical College hospitals and DMHP
psychiatrists
Trainees – Primary care Doctors, Mid level Health providers
(Nurses)
Training & development is an ongoing process in any
organization.
Facilitator
TRAINER’S Presenter
ROLES
Coach
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Setting the initial mood of the group
TRAINER’S Creating an effective climate for learning
RESPONSIBILITIES Motivate and encourage participation in the learning
process
Be accepting of comments and avoid getting defensive
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Control disruptive participants
Offer yourself as a resource
TRAINER’S Allow for limited discussions and challenges of the
RESPONSIBILITIES ideas presented
Discuss how the learning can be applied in real world
applications
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Always treat the participants with respect
Avoid stereotypes
TRAINER’S Make yourself available at the beginning of breaks
and after class to answer individual participants
questions
RESPONSIBILITIES
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AIM OF THE TRAINING
To create knowledge and skills in Trainees for a particular purpose
Training is a short-term process utilizing a systematic and organized
procedure by which personnel learn technical knowledge and skills for
a definite purpose.
Development is a long-term educational process utilizing a systematic
and organized procedure by which personnel learn conceptual and
theoretical knowledge for general purpose.
Training refers only to instruction in technical and mechanical
operations, while development refers to philosophical and theoretical
educational concepts.
TRADITIONAL TRAINING:
qPresentation methods.
qHands-on methods.
qGroup building methods.
Appropriate to trainees’ needs and abilities.
Liked by trainees.
TRAINING Such that learning occurs.
Such that learning is transferred to the workplace.
In a presentation method, content is presented to
trainees who are passive recipients of information:
TRAINING Lecture.
Lecture enhanced through audiovisual methods.
Case demonstration
Role play
1. Tell participants what you plan to tell them
(explain subject material and learning objectives)
TRAINING 2. Tell them
PROCESS 3. Tell them what you told them (review learning
objectives, activies, etc.)
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1. Participant to Participant
Participants learn from one another’s experiences
Class Activities – hands- on
2. Participant to Trainer
Trainer gains subject knowledge
LEARNING 3. Trainer to Participant
EXCHANGES - Presentations
- Trainer guides discussions
- highlights and reinforces objectives
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Includes overheads, slides, and video
Video is highly popular, but rarely
AUDIOVISUAL used alone
Video can be effective for illustrating
communication skills, interviewing
skills, and step-by-step procedures
Hands-on method that involves
presenting to trainees a model,
highlighting the key aspects of the
model, practice, and feedback
Based on social learning theory
BEHAVIOR
MODELING
Highly effective for interpersonal skills
In-depth scenario how health care
providers or an organization dealt with
a difficult situation
Trainees are required to analyze and
critique the actions taken, indicate
CASE STUDY appropriate actions, and suggest what
should have been done differently
Individuals learn through a process of
discovery
CHOOSING A METHOD
A variety of considerations should be considered
The learning outcome, which the most important
The learning environment
Transfer of training considerations
Cost
Overall effectiveness
GENERAL TRENDS
There is considerable overlap in learning outcomes across
methods
Hands-on methods are more effective than presentation methods
Presentation methods are less expensive
Where possible, use multiple methods to capitalize on the
strengths of each
LECTURES
Active lectures gain the learner’s
attention.
To maximize understanding and
retention:
Include an opening summary.
Use examples and analogies.
Include visual backup.
Involve participants.
Reinforce the lecture.
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WHAT LEARNING OUTCOME DO YOU WANT TO
INFLUENCE?
Verbal information.
Intellectual skills.
Cognitive strategies.
Attitudes.
Motor skills.
