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References
Becker, Howard S. 1973 [1963]. Outsiders. Studies in the Sociology of Deviance. Chapter 1: Outsiders, Chapter 2: Kinds of Deviance: A Sequential Model. New York: The Free Press, pp. 1-39.
Bullen, P .2011.The positive deviance⁄hearth approach to reducing child malnutrition: systematic review. Tropical Medicine and International Health Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-3156.2011.02839.x/pdf
Galea, S & Vlahov, D. 2005. Urban Health: Evidence, Challenges and Directions. Annu. Rev. Public Health.26:341-65
Hicbd . 2013. Positive deviance could be used to produce beneficial behavioral change and outcomes. http://www.howitcouldbedifferent.org/ideas_new.php?id=YWJjZDI2OQ==
Marsh, D et al .(2009). The Power of Positive Deviance. Available at: http://www.bu.edu/cghd/files/2010/10/Dearden-2009-Power-of-Positive-Deviance.pdf
Rosensberg T .2013. What Positive Deviants Do. Available at: http://opinionator.blogs.nytimes.com/2013/02/27/when-deviants-do-good/?_r=0
Sillan D. 2003. Positive Deviance and Hearth: Mechanisms for Community-Based Management of Malnutrition. Available at:http://www.positivedeviance.org/resources/Training%20of%20Trainers.pdf
Spreitzer, G & Sonenshein, S .( date unknown). Toward the Construct Definition of Positive Deviance. Available at:
http://webuser.bus.umich.edu/spreitze/ABS_SpreitzerSonenshein.pdf
Tufts University .(2010). The positive deviance initiative: The basic field guide to the positive deviance approach. Available at: http://www.incarecampaign.org/files/83632/Positive%20Deviance%20Handbook.pdf
Vossenaar , M.2009.The Positive Deviance Approach Can Be Used to Create Culturally Appropriate Eating Guides Compatible with Reduced Cancer Risk . The American Institute of Nutrition. Available at: http://jn.nutrition.org/content/139/4/755.full
World Vision International (2013) Positive deviance. Available at: http://www.wvi.org/nutrition/positive-deviancehearth
Tips to others
Are you considering taking the Urban Health module? A few tips …
Be open
to new concepts
to a new environment and different sitting arrangements
to meeting students studying other programmes
to broadcasting from Turku University and exercise patience when IT disruptions arise…besides you can use that time to catch up with friends or catch up some literature
Reflections on Learning process of Urban Health module
Teaching methods included a theoretical aspect with PowerPoint presentations and group exercises based on the literature. The practical part consisted of field work. What I found quite thought provoking was the exercises based on literature and done in small groups. This allowed me to benefit from the discussion from fellow students and the lecturers’ during feedback. It was a way of helping me get a bit more in-depth understanding of concepts such as deviance. I also enjoyed the field visit to a Regeneration Project within Copenhagen. The workshop at the end of the module was a good opportunity to learn and share knowledge through student presentations on various projects.
Furthermore, it was also great to have 3 exam options for students to choose from.
Topic of focus: Deviance
One of the topics that I found quite intriguing in the Urban Health course was on Normality and Deviance in Sociological perspective. In small groups the lecturers (Nanna and Charlotte) instructed us to reflect on literature by Howard S Becker entitled “Outsiders. Studies in the Sociology of Deviance.” Using the study questions provided the three of us in the group I was in delved into the subject matter.
Notably, there are various definitions of deviance. In statistics, the deviant is something that varies widely from the average. In medicine, it is pathological, revealing the presence of disease or a dysfunctional organ or system. From a sociological perspective deviance goes beyond the individual deviant to encompass the judgement process by society as a crucial aspect of phenomenon. In this regard, Becker highlights that the sources of the deviance go beyond the individual deviant and are located within the social situation of the deviant or in the social factors surrounding the deviant. This brings to light a relativistic view in which deviance refers to the failure to obey group rules. Becker’s points out that while some rules apply to some segments of society, there are other rules that are applicable to a particular society as a whole. Therefore, deviance is created by society because it is society that identifies who the deviant is. This is because society makes the rules which if infringed or violated constitutes deviance. In this case , deviance goes beyond the act that a person commits to embrace the notion that it is the application of others the rules and sanctions to the “offender”. The offender therefore, is the deviant or outsider. Deviant behaviour is that which people have labelled as deviant behaviour.
Essentially, the study of deviance has focused on the need to maintain social order. Deviance refers to that which varies from the norm. The word deviant usually has a negative connotation. In their evaluations of organisational studies Gretchen M. Spreitzer and Scott Sonenshein of University Michigan Business School point out to this negative connotation when the write that:
“Traditionally, deviance refers to intentional behaviors that depart from organizational norms that threaten the well-being of an organization, its members, or both.Included in these types of dysfunctional behaviors are stealing and incivility”
The authors also point out that out 40 definitions of the concept that compiled, only two were used in a non negative ways. In fact, most literature shows that in the past, there was strong opposition to the notion that positive deviance can even exist as a concept.
However, one may wonder whether or not there are situations where deviance can confer advantages to society. Is there deviance that can be deemed positive
Positive deviance
This may surprise you. If it does, remember you are not alone. I was also quite surprised to find that there is various literature on positive deviance. Here, I refer to some information that I stumbled upon.
Let us start from looking at what positive deviance means. According to World Vision International, positive deviance means straying from the norm, but in a beneficial way. Tina Rosenberg in reference to positive deviance titled her article on the New York Times blog as “When deviants do good”. Authors like David R Marsh and his colleagues have compiled literature entitled, “The Power of Positive Deviance”
The research fraternity has also not been left out. For instance, a simple search on PubMed with the words “positive deviance” reveals that the concept is of interest to various research areas.
The topic of positive deviance has been used in several fields in both developed and developing country setting. Some areas include hospital setting, public health, child protection, education and the private sectors as part of business management. Positive deviant behaviour refers to the uncommon practice that confers advantage to the people who practise it compared with the rest of the community or peers.
Positive deviance approach
David R Marsh and his co-authors, in the writing on The power of positive deviance, highlight that:
“Identifying individuals with better outcome than their peers (positive deviance) and enabling communities to adopt the behaviours that explain the improved outcome are powerful methods of producing change”.
The Positive Deviance approach therefore, enables the community to discover these successful behaviours and strategies and develop a plan of action to promote their adoption by all concerned.
Positive Deviance Approach Used to Address Malnutrition: The case of Vietnam
The positive deviance approach has been used to address undernutrition in various communities. While literature cites that the approach was used as early as the 1960s to combat malnutrition in Haiti, the indication is that its use was enhanced from the 1990s. Rosensberg, in her article “when deviants do good”, shades light on how the approach was applied to tackle malnutrition in Vietnam in 1990. In the effort not fall back on food which had been tried earlier, an intervention that would not create dependency but would be relatively sustainable was sought. With the help volunteers from the local village, families whose children were not malnourished were identified. Observations were then made to identify how differently these children were fed compared to the rest of the community, the norm.
It was gathered that: the mothers of these children in their individual capacity collected shrimps as the worked in the rice paddies. They added the shrimps and sweet to the children’s meals a practise much against the norm that an adult diet should not be given to children. Furthermore, the trend in the village was that if a child had diarrhoea then they should be fed. However, if a child had diarrhoea, the positive deviant parents fed them even the more frequently and washed the children’s hands before eating.
Consequently, their children were well nourished. Therefore, the deviation from the norm conferred positive effects on the nutrition status of their babies. Having learnt this, these positive parents were requested to share their practice with mothers who did not do something similar. Within 6months, the general nutritional status of the children in the community improved. A district that initially had two thirds of the children malnourished now had over 40% were well nourished and about 20% moved from severe to moderate malnutrition.
Since then, various organisations have applied the approach in an effort to combat malnutrition in various countries and communities- in each place using different, local solutions. Some countries that have tried include, Indonesia, India, Zambia, Congo. Organisations that have supported the positive deviance approach in managing undernutrition include UNICEF, World Vision International, USAID. Furthermore, the Tuft University, USA has come up with a basic manual highlighting steps and procedures on to implement PD.
The proponents of the approach argue that PD is worthy approach to be included in the policy framework of nutrition interventions. They state that the advantages include that:
It is sustainable: Focuses assets within the community and not needs. This points to what is already there rather what should be there.
It empowers the community: With the volunteers and mothers working together
It is cost effective as the resources are with the community.
The Positive Deviance Initiative at Tuft University has also proposed that PD approach can be considered when dealing with concrete problem that meets the following criteria:
• The problem is not exclusively technical but also relational and requires behavioural or/and social change.
• The problem is complex, seemingly intractable, and other solutions haven’t worked.
• Positive deviant individuals or groups exist solutions are possible.
• There is sponsorship and local leadership commitment to address the issue.
Some challenges and opportunities
It is important to note, however, that the PD approach in management of malnutrition has not been without criticism. It has been argued that there has not been adequate research that has included controls. In a systematic review done by Piroska Bullen, this was raised as concern. However, the same study indicated that qualitative results suggest that the program is both feasible and acceptable to communities in a range of developing country settings – both urban and rural.
In 2009, the American Nutrition Institution backed a study by Vossenaar et al, suggested the PD approach could be useful as a practical approach for developing culturally specific and realistic dietary recommendations compatible with reduced cancer risk. In this regard, iindividuals who manage to consume a healthful, risk-lowering diet in a situation of widespread unhealthful eating could provide insights into how appropriate consumption can be achieved. This healthy eating might overcome barriers of adverse cultural pressures, economic restrictions, or educational deficits prevalent in urban areas today.
Dealing with urban health may require a collection and combination of interventions. Besides, Positive Deviance has been associated with helping to reduce rates of female genital mutilation in Egypt, improved prisons in Denmark, helped the mentally ill in Pittsburgh strengthen social connections and cut infections at Veterans Affairs hospitals across the United States. Who knows, Positive deviance might make a substantial contribution towards thinking outside the box. Let me know what your opinions are.
Urban Health and Global Nutrition & Health
Cities are densely populated and account for a big part of any country’s population. Increased ill health in the cities reflects on the country as a whole. In future I would like to pay attention to creating policies that make cities a more health promoting rather health impairing.
Some of the challenges relevant to GNH addressed in the module on Urban Health include health inequalities, sustainable development, poverty and urban food insecurity. Generally, the Urban Health module highlights that there are characteristics of urban areas that are likely to negatively affect the health of the population that live there. From an epidemiological perspective urban health, concerns itself with the determinants of health and diseases in urban areas and with the urban context itself as the exposure of interest. I found it particularly interesting to note that not all Public Health is Urban Health
Some possible new perspectives to the GNH programme that the Urban Health module highlights include participant observation, normality and deviance, inclusion and social capital. The knowledge and skill gained from this module will enhance my analytical and observational skills in future studies at GNH and within the Public Health and Food Policy Specialization specifically.
Key concepts
The key concepts of the Urban Health module include:
Empowerment in an Urban Perspective
Sustainable development in developing countries: challenges of urbanization
Neighbourhood Health and Health Profiles
Inclusion and Social Capital
Social Indicators
Participant Observation
Generations: Children and elderly people in an urban perspective
Health Equity: Activities of healthy cities network (WHO)
Poverty – in natonal and international perspective
Urban Food and Nutrition Insecurity
Urban Health Walk and visit at Regeneration Project
Normality and Deviance in a sociological perspective
Objectives
Learning objectives
The Urban Health module is an optional course. It is meant to provide students pursing various study programmes with an understanding of the complexity of urban health and well-being with the purpose of preparing them to work with urban health issues in their future work life as fully trained professionals.
The course focuses on health conditions in cities, and the way these conditions influence health among people living there. It is divided into a theoretical part and a field visit part. The module is breaking new grounds having an exclusive focus on urban health.
My personal learning objectives
What were my personal learning objectives? Well it is hard to say, but generally I wanted to learn something new. In particular, I wanted to learn about concepts that I had not yet encountered in the GNH programme so far. I thought that would keep my learning appetite alive. I also wanted to learn about how developing countries were currently dealing with Urban Health challenges.
So, where my learning objectives met? Well, I did learn of some new and interesting concepts such social capital, social cohesion, deviance and participant observation. However, while there was some reference to developing countries during lectures, I feel that a bit more was needed. This could include some success stories from developing countries.
5th Semester: The Urban Health Elective module
With renewed energy from having enjoyed a great summer holiday and looking forward to starting my fifth semester out of seven, I headed for the Metropol University College Campus on Tagensvej. It was a different campus from the usual features of the Pustervig Campus where the Global Nutrition and Health programme was situated. Here, I was to pursue an elective module on Urban Health. The module was running from 26th August to 4th October, 2013. I was excited to meet my course mates from the GNH programme after a two months holiday. Ialso looked forward to meeting new people from other campuses pursuing other programmes different from what I was pursing. The notes describing the module indicated that the course would be done in conjunction with Turku University of Applied Science in Turku, Finland via broadcast. I wondered how that would work.
Post Internship Reflections
Now that am done with my internship, here are some reflections to sum up my experience.
The internship was a worthwhile experience. I improved my skills in writing a scientic paper. My recognition of the challenge of obesity and NCDs in the WHO European Region has deepened. Furthermore, from observing some of the preparations towards the European Ministerial Conference on Nutrition and Noncommunicable Diseases (4–5 July, 2013) in Vienna, I noted that a lot goes into laying a foundation for a sound nutrition policy at Regional level. The role of drumming up support from technocrats, politicians and civil society has been empasised.
The interaction with my supervisor, staff in Nutrition and other units was enriching. It was also clear that the role of technical staff can not be achieved without the efficient support of other departments e.g ICT, Administration and Human Resources. This internship experience helped to raise my professionalism and awareness of organisational behaviour. I have come to appreciate the role of WHO in general and the Regional Office for Europe specifically, much more. For this reason, I would offer my services as a volunteer if ever needed.
It was quite fulfilling to have a well apportioned balance between working independently and working with others. I was able to work with autonomy, build mastery and appreciation of the value and purpose of my work. The support from my both my Internship Host and College supervisors was particularly timely and insightful.
The office environment was also condusive as I could work on my desk or any other appropriate place within the building. Interacting with other interns was a fun and relaxed way of learning and receiving support from others.
Finally, the Global Nutrition and Health Bachelors’ programme provided a good preparation for internship generally and for working in an intercultural setting like that of the WHO Regional Office for Europe.
Professional Study issues or Research Questions
Early nutrition and risk for NCDs later in life:
- The role of pre- pregnancy and pregnancy nutrition
- The role of early postnatal nutrition (Breastfeeding and Complementary feeding)
Tasks & Survival Tips for others
If you are thinking of doing an internship at WHO, here are points for reflection…
Would I like to work on documents…Learn to work more independently?
Would I like to learn how nutrition and health policies are formulated at Regional level?
Would I like to work in an intercultural setting?
Would I like to interact with interns from various backgrounds?
The application process may be long?...Am I up for it? Start the process early?
Always move with your staff ID card? That should be easy enough, right?
It’s convenient…it’s right here in CPH…
Go for it! It is an exciting challenge! In addition, you will also get a letter of reference at the end of the internship.
Relevance & Professionalism
The ability to work independently and also in a team was vital for this internship. A firm interest of working on documents, guidelines and policies as entrenched in the Public Health Nutrition and Food Policy Specialization was necessary. The skills derived in semester 3 were helpful (writing up consultancy papers)
This internship has increased my professionalism as regards to:
· Writing a scientific paper (a review)
· The importance of documentation and following laid down organizational procedures.
· Appreciating the support role of other departments e.g. ICT, Human resources , Communications in getting work done
· Identifying my knowledge gaps and finding ways to learn more from literature, my supervisors and peers (fellow interns)
I would have liked to have a bit more knowledge beforehand (from GNH) on the how early nutrition influences ones risk to obesity later in life.
I would also like to further improve my skills in literature review and desk research.
How to apply classroom knowledge to internship
Some of the classroom knowledge that came in handy during my internship include:
Intercultural communication and working in teams- module 1 and throughout
• Quantitative methods ( statistical concepts and epidemiology, including types of studies and 2x2 tables) qualitative research methods, searching for and referencing scientific papers -modules 3 & 4
• Working on consultation papers and policy formulation as well as stakeholder analysis and stakeholder engagement- module 5&6
• Concepts and principles in Nutrition, Biochemistry and Physiology- Module 2
A special Challenge
One of the challenges I was confronted was regards changing my views on some technical issues e.g. metabolic syndrome. I had just learnt about the metabolic syndrome in second semester and that term was firmly situated in my “mind”. However, while working on a paper it was clear that the concept metabolic syndrome was not flawless. As matter of fact it had become quite a contentious issue. This experience helped me to be more aware that information in the nutrition arena was quite dynamic. I should be open to learn beyond what I have learnt in class. My internship supervisor was so helpful and explained to me the issues surrounding the metabolic syndrome debate.
Another challenge was that I felt I had limited afore knowledge on various aspects of how early nutrition influences one`s risk of developing obesity and other NCDs later in life. To equip myself, I read various articles on the topic and also have discussions with my Internship supervisor. My College supervisor has also been sending me useful information on the topic.
Learning Objectives
I had two main learning objectives:
1) To gain insight on how support for nutrition policies is mobilised
Key the tasks were to :
Assist in the program preparation for the European ministerial conference on nutrition and noncommunicable diseases (4–5 July , 20013) in Vienna, Austria
Contribute towards the updating of Action Network information on the website. Action Networks are set up to support the European Action Plan for food and Nutrition Policy
2) To develop skills of writing a scientific paper on nutrition
The key task was to collaborate on the development of the paper on pre-pregnancy and pregnancy and NCDs in the offspring later in life
A typical day “at the office”
A typical day at the office starts with having a look at the news page on the intranet. This is an important procedure so as to be kept abreast with what is happening in WHO European Regional Offices as a whole.
Then I check mail and send where necessary. This happens side by side with looking out (through the window) for the arrival of the cruise ship from Oslo… a beautiful and refreshing sight.
Thereafter, I get on with my tasks for the day. This includes tackling priorities based on the work plan as agreed upon with my Internship Supervisor. Some tasks include:
- Working on a scientific paper : searching for articles, cross checking and clarifying information
- Reading up documents needed for updating some website information on Nutrition Action Networks
- Attending meetings with supervisor, other staff or interns
- Catching up with other interns within or outside the division (the famous question: “how is it going with your internship?”)
- Checking mail, sending and responding to emails
- Staying in touch with GNH Metropol ….Checking info on Fronter.