"A Child Is Also a Teacher": Exploring the Potential for Children as Change Agents in the Context of a School-Based WASH Intervention in Rural Eastern Zambia

Autor/inn/en	Bresee, S.; Caruso, B. A.; Sales, J.; Lupele, J.; Freeman, M. C.
Titel	"A Child Is Also a Teacher": Exploring the Potential for Children as Change Agents in the Context of a School-Based WASH Intervention in Rural Eastern Zambia
Quelle	In: Health Education Research, 31 (2016) 4, S.521-534 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyw022
Schlagwörter	Foreign Countries; Rural Schools; Poverty; Change Agents; Student Role; Qualitative Research; Role Playing; Focus Groups; Student Attitudes; Homework; Health Behavior; Health Promotion; Sanitation; Mothers; Parent Child Relationship; Information Dissemination; Hygiene; Zambia + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Qualitative Forschung; Rollenspiel; Schülerverhalten; Hausaufgabe; Health behaviour; Gesundheitsverhalten; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Betriebshygiene; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Informationsverbreitung; Sambia
Abstract	As part of water, sanitation and hygiene interventions in low-income settings, it is frequently assumed that pupils can disseminate information and catalyze change at home, yet this assumption has not been rigorously assessed. We employed qualitative research methods in two phases to assess the potential for children to be change agents in five schools in rural Zambia. Phase 1 included role-play and focus group discussions among pupils on their percieved ability to serve as change agents. Children were then given "homework" that included information on health messages and on how to build a handwashing station, and were encouraged to engage their family. In Phase 2, we conducted separate focus group discussions with pupils and mothers on their experiences with the "homework". We found that, in general, pupils were enthusiastic about engaging with parents--typically male heads of household--and were successful at constructing handwashing stations. Mothers reported high levels of trust in children to relay health information learned at school. Pupils were able to enact small changes to behavior, but not larger infrastructure changes, such as construction of latrines. Pupils are capable of communicating knowledge and behaviors to family members; however, discrete activities and guidance is required. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01