Community-Based Health Programmes: Role Perceptions and Experiences of Female Peer Facilitators in Mumbai's Urban Slums

Autor/inn/en	Alcock, Glyn A.; More, Neena Shah; Patil, Sarita; Porel, Maya; Vaidya, Leena; Osrin, David
Titel	Community-Based Health Programmes: Role Perceptions and Experiences of Female Peer Facilitators in Mumbai's Urban Slums
Quelle	In: Health Education Research, 24 (2009) 6, S.957-966 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyp038
Schlagwörter	Foreign Countries; Disadvantaged; Health Promotion; Slums; Methods; Females; Urban Areas; Peer Relationship; Credibility; Role; Attitudes; Public Health; Child Health; Intervention; Community Health Services; Health Needs; Access to Health Care; Allied Health Personnel; Prenatal Care; Infants; India + Suchen Sie Ihr Suchwort? Ausland; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Slum; Method; Methode; Weibliches Geschlecht; Urban area; Stadtregion; Peer-Beziehungen; Glaubwürdigkeit; Rollen; Attitude; Einstellung; Verhalten; Gesundheitswesen; Pränatale Versorgung; Infant; Toddler; Toddlers; Kleinkind; Indien
Abstract	Community-based initiatives have become a popular approach to addressing the health needs of underserved populations, in both low- and higher-income countries. This article presents findings from a study of female peer facilitators involved in a community-based maternal and newborn health intervention in urban slum areas of Mumbai. Using qualitative methods we explore their role perceptions and experiences. Our findings focus on how the facilitators understand and enact their role in the community setting, how they negotiate relationships and health issues with peer groups, and the influence of credibility. We contextualize this within broader conceptualizations of peer-led health interventions and offer recommendations for similar community-based health initiatives. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10