Mothers-in-law as Key Influencers: Study on a Radio Drama Intervention to improve Maternal and Child Health in Pakistan

Mothers-in-law play an integral role in promoting maternal and child health practices in rural Pakistan. This study discusses the design, implementation, and evaluation of a 25-episode radio drama featuring the mother-in-law as the primary influencer for maternal and child health practices. The radio drama was designed after an extensive pre-drama audience research comprising of 10 focus groups, and 14 in-depth interviews in Bagh and Mansehra. Post-drama evaluation comprised two focus groups in the target areas. The endline evaluation found that viewership of the drama improved communication between people of all age groups and social roles without offending their dignity, intelligence, and sense of tradition. Additionally, the findings showed that the audience demonstrated improvement in knowledge about danger signs for mother and child, as well as positive attitudes to seeking timely service from a trained healthcare provider. The study makes a contribution to existing health communication campaigns by introducing a culture-centric approach, through radio dramas, to influence mothers-in-law and consequently impact maternal and child health practices. Keywords: mother-in-law, radio drama, entertainment education, maternal health, child health, Pakistan

Enhancing Year 7 and Year 8 Boys' Motivation in Narrative Writing Through Peer Collaboration and a Drama Strategy: a Case Study

<p>International and New Zealand research continues to show that there is concern about boys being less successful than girls in writing at all levels of the school. This study examines to what extent year 7 and year 8 boys are motivated to advance their writing when they collaborate with a peer and choose to use a drama strategy. A qualitative approach was taken to explore the insiders‟ view of writing from eight year 7 and year 8 boys in an intermediate school in New Zealand. Data gathered were from semi-structured interviews, in class observations and samples of writing. Sociocultural theory was used to inform the investigation of the social and cultural influences on the boys‟ learning about writing. The findings illustrate that the drama intervention was successful as the boys were motivated to write through their social interaction of role- playing characters from a choice of topics represented in their everyday lives. The boys revealed their metacognitive knowledge by showing their awareness of their thought processes about writing and how to use this knowledge to develop their writing abilities. The study makes recommendations for teachers, including the need for teachers to recognise the boys‟ position of authority over their knowledge, which is essential for their motivation and learning to write successfully.</p>

Enhancing Year 7 and Year 8 Boys' Motivation in Narrative Writing Through Peer Collaboration and a Drama Strategy: a Case Study

<p>International and New Zealand research continues to show that there is concern about boys being less successful than girls in writing at all levels of the school. This study examines to what extent year 7 and year 8 boys are motivated to advance their writing when they collaborate with a peer and choose to use a drama strategy. A qualitative approach was taken to explore the insiders‟ view of writing from eight year 7 and year 8 boys in an intermediate school in New Zealand. Data gathered were from semi-structured interviews, in class observations and samples of writing. Sociocultural theory was used to inform the investigation of the social and cultural influences on the boys‟ learning about writing. The findings illustrate that the drama intervention was successful as the boys were motivated to write through their social interaction of role- playing characters from a choice of topics represented in their everyday lives. The boys revealed their metacognitive knowledge by showing their awareness of their thought processes about writing and how to use this knowledge to develop their writing abilities. The study makes recommendations for teachers, including the need for teachers to recognise the boys‟ position of authority over their knowledge, which is essential for their motivation and learning to write successfully.</p>

Counteracting Abuse in Health Care: Evaluating a One-Year Drama Intervention with Staff in Sweden

In Northern European countries 13–28% of female patients seeking gynecological health care have reported abuse by health care staff (AHC). We conducted workshops with health care staff using the improvised role-play method Forum Play (FP), based on techniques developed by Boal. The study explores to what extent the intervention increased the staff’s awareness of AHC and their ability to take action against it. A total of 16 half-day FP workshops were conducted with staff from a Swedish women’s clinic over one year. Self-reported questionnaires were distributed to all staff before, during, and after the intervention. Primary outcome measures were the number of reported occasions of AHC and FP participants’ ability to act in AHC-situations. We found an increase in the participants’ self-reported ability to act in AHC-related situations. However, no change could be observed in the number of reported occasions of AHC between baseline and one year after the intervention. Health care staff’s participation in workshops using improvised role-play can increase staff’s perceived ability to take action in AHC situations. The voluntary nature of the intervention may have attracted those who were already aware of the topic, and likely explains the unchanged awareness of AHC.

The effectiveness of a theory-based drama intervention in preventing illegal drug use among students aged 14–15 years in Taiwan

Objective: Age of initiation of drug use is closely associated with the risk of developing drug dependence or abuse. Effective programmes are needed to prevent adolescents from using drugs at an early age. The aim of this intervention programme was to prevent adolescents from using illegal drugs by using drama in education (DIE) to convey a universal prevention strategy. Method: We recruited 65 children aged 14–15 years from two junior high schools and assigned them to experimental ( n = 34) and comparison ( n = 31) groups. The experimental group attended six 45-minute sessions of a DIE preventive programme. The comparison group received traditional didactic teaching. We used a generalised estimating equation (GEE) to analyse the data. Results: GEE analysis revealed that the experimental group showed significant improvements in attitude, subjective norms, perceived behavioural control and drug-free intentions compared with counterparts in the comparison group. Student feedback indicated that DIE method can contribute to the prevention of illegal drug use. Conclusion: Applying DIE method to a theory-based drug prevention programme offers a promising way of increasing the intention to not use illegal drugs among students aged 14–15 years.