{"id":659,"date":"2022-04-16T21:51:25","date_gmt":"2022-04-16T19:51:25","guid":{"rendered":"https:\/\/support.centreforelites.com\/?p=659"},"modified":"2022-04-16T21:51:40","modified_gmt":"2022-04-16T19:51:40","slug":"the-research-process-in-theatre-for-development","status":"publish","type":"post","link":"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/","title":{"rendered":"The Research Process in Theatre For Development"},"content":{"rendered":"\n<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_82_2 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<label for=\"ez-toc-cssicon-toggle-item-69efaac7f39d5\" class=\"ez-toc-cssicon-toggle-label\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/label><input type=\"checkbox\"  id=\"ez-toc-cssicon-toggle-item-69efaac7f39d5\"  aria-label=\"Toggle\" \/><nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#Introduction\" >Introduction<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#1_Overview_of_the_Process\" >1. Overview of the Process<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#2_Issue_identification\" >2. Issue identification<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#3_Information_gathering\" >3. Information gathering<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#4_Behaviour_Change\" >4. Behaviour Change<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#Behaviours_to_promote\" >Behaviours to promote<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#Target_Groups_for_Behaviour_Change\" >Target Groups for Behaviour Change<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#Methods_of_Changing_Behaviour\" >Methods of Changing Behaviour<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#Barriers_to_Behaviour_Change_There_are_four_groups_of_barriers\" >Barriers to Behaviour Change: There are four groups of barriers<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#5_Institutions\" >5. Institutions<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#6_Issue_Analysis\" >6. Issue Analysis<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#7_Fieldwork\" >7. Fieldwork<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#_Unstructured_Interviews\" >&nbsp;Unstructured Interviews<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#Semi-Structured_Interviews\" >Semi-Structured Interviews<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/support.centreforelites.com\/en\/the-research-process-in-theatre-for-development\/#Structured_Interview\" >Structured Interview<\/a><\/li><\/ul><\/li><\/ul><\/nav><\/div>\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Introduction\"><\/span><strong>Introduction<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>The term process carries the meaning of a series of actions, tasks or steps that are taken to achieve something. In&nbsp;<a href=\"https:\/\/www.blogger.com\/blog\/post\/edit\/3718099119877372482\/8290099140160262462#\">theatre for development<\/a>&nbsp;that something is increasing participation of the people that animateurs work with so that they can make a change in their lives. The change that takes place in the lives of the target group is what becomes education.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><a href=\"https:\/\/i0.wp.com\/educom360.com\/wp-content\/uploads\/2022\/04\/tuv88yr3te.jpg?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/educom360.com\/wp-content\/uploads\/2022\/04\/tuv88yr3te.jpg?ssl=1\" alt=\"The Research Process in Theatre For Development\"\/><\/a><figcaption>The Research Process in Theatre For <a href=\"https:\/\/support.centreforelites.com\/en\/definition-of-growth-and-development\/\">Development<\/a><\/figcaption><\/figure><\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"1_Overview_of_the_Process\"><\/span><strong>1. Overview of the Process<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>The process of TfD involves to varying degrees, seven steps. Though they look like steps following a straight line, <strong>they&nbsp;<\/strong>are interlinked back to information gathering.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"2_Issue_identification\"><\/span><strong>2. Issue identification<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>This requires being close to the target group. Issues are various constraints or challenges that the target group faces. The biggest challenge of our time is HIV\/AIDS. It is a disease that is taking away human life. It persists despite threatening to wipe away whole populations It is the main concern of every person in the world today. Issues come out of a discussion with leaders, observation and listening to local people.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"3_Information_gathering\"><\/span><strong>3. Information gathering<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>The focus of TDF in relation is on behaviour change in communities. The concept of community carries the meaning of people living together and sharing common values. In order to know what behaviours, practices and values that have contributed to the spread of HIV\/AIDS, you need to have a broad picture that should include i) recent History in relation to HIV\/AIDS ii) Behaviours, Practices and values that contribute to the spread of HIV\/AIDS iii) the impact of HIV\/AIDS at the household level.<\/p>\n\n\n\n<p>All these aspects of the broader picture become clear when you embark on information gathering. To gather information, you can use research tools. The tools for researchers include questionnaires, interviews etc. The research tools you are going to learn more about are those embodied in participatory learning approaches and interviews. The PLA tools are much easier to understand and apply. Though they look simple, they are scientific tools in their approach because they help the researcher to collect information in a systematic way. You should begin gathering information within the group and later move into the community.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"4_Behaviour_Change\"><\/span><strong>4. Behaviour Change<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>In <a href=\"https:\/\/support.centreforelites.com\/en\/definition-of-growth-and-development\/\">development<\/a> work, you are concerned with effecting some change in behaviour and attitudes. Without promoting change nothing happens. But change is not easy. It requires patience and skill in dealing with human beings. Kebaabetsare and Norr (2002) have stated that understanding the behaviours that put people at risk of contracting HIV and identifying ways of changing such behaviours is a sure way of stopping the spread of HIV in Africa and other developing countries.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Behaviours_to_promote\"><\/span><strong>Behaviours to promote<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>The ABC (Abstinence, being faithful and condom use, are recognized as positive behaviours that can reduce the spread of HIV.<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>a)Abstinence &#8211; this involves a delay of sexual experience, especially for adolescents<\/li><li>b)Being faithful \u2014 sticking to one sexual partner or reducing the number of sexual partners<\/li><\/ol>\n\n\n\n<p>Condom use: Effective use of condoms. This is more effective among Commercial Sex Workers (CSWs). Sometimes the distribution of condoms to school-going children has aroused opposition. The Minister of Education in Zambia has banned the distribution of condoms in schools<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Target_Groups_for_Behaviour_Change\"><\/span><strong>Target Groups for Behaviour Change<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter\"><a href=\"https:\/\/i0.wp.com\/educom360.com\/wp-content\/uploads\/2022\/04\/13012_2011_Article_352_Fig1_HTML.jpg?ssl=1\"><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/educom360.com\/wp-content\/uploads\/2022\/04\/13012_2011_Article_352_Fig1_HTML.jpg?ssl=1\" alt=\"The Research Process in Theatre For Development - Behavioural Change\"\/><\/a><figcaption>Target Groups for Behaviour Change &#8211; The Research Process in Theatre For <a href=\"https:\/\/support.centreforelites.com\/en\/definition-of-growth-and-development\/\">Development<\/a><\/figcaption><\/figure><\/div>\n\n\n\n<p>There are two approaches in terms of focus on:<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>Epidemiologic Approaches<\/li><\/ol>\n\n\n\n<p>Targets high risk groups such as CSWs, Injection Drug Users (IDUs), men having sex with men and Lesbians, adolescents, young adults and women, can be cost-effective and efficacious (efficient)<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Holistic Approach<\/li><\/ol>\n\n\n\n<p>Targets the general population<\/p>\n\n\n\n<p>This could help in reducing stigma because it targets everyone. It can also gain political support because it is popular. One weakness is that it can be costly- the spread of resources rather thinly.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Methods_of_Changing_Behaviour\"><\/span><strong>Methods of Changing Behaviour<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>There are two broad methodological approaches each with specific models to behaviour change:<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li><strong>Small\/ individual group models:&nbsp; <\/strong>These focus on understanding and explaining were change can take place in individuals and in small groups.<\/li><li><strong>Health beliefs model<\/strong>: This identifies four key beliefs or perceptions to behaviour change as:<\/li><\/ol>\n\n\n\n<p>a)Threat \u2014 when people see a threat they can change<\/p>\n\n\n\n<p>b)Efficacy (Self Confidence) and benefits<\/p>\n\n\n\n<p>c)Barriers or negative effects, these have to be identified<\/p>\n\n\n\n<p>d)Cues to action &#8211; e.g Mass campaigns<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>&nbsp;Theory of reasoned action model: This identifies the intention in people as the route to change. The intention is influenced by:<\/li><li>a)perceived outcomes<\/li><li>b)evaluation of outcomes or social norms (especially expectation). Efficiency rehearsal and support<\/li><li>c)Increasing self-efficacy through identifying modeling.<\/li><\/ol>\n\n\n\n<p>iii)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; integrated <a href=\"https:\/\/support.centreforelites.com\/en\/social-learning-theory-of-albert-bandura-2\/\">social learning<\/a> model: identifies the following as key to behaviour change.<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>Positive Cost\/benefit ratios<\/li><li>Strong Intent<\/li><li>Necessary skills<\/li><li>High self -efficacy (self-confidence)<\/li><li>Expected positive emotional response<\/li><li>Compatibility of behaviour with self-image<\/li><li>Greater perceived social pressure to perform a behaviour than not to perform<\/li><li>Fewer environmental constraints to perform a behaviour than not performing<\/li><li>&nbsp;The AIDS risk reduction model: there are three basic steps<\/li><li>Labeling one&#8217;s own behaviour as risky<\/li><li>Making a commitment to reducing risk behaviour<\/li><li>Taking action to perform the desired change.<\/li><li>Trans-theoretical Model identifies four steps:<\/li><li>Pre-contemplation<\/li><li>contemplation<\/li><\/ol>\n\n\n\n<p>iii. action<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>maintenance<\/li><li><strong>b)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Community\/ Societal models:<\/strong><\/li><\/ol>\n\n\n\n<p>Directed at entire communities and aims at making structural&nbsp;changes.<\/p>\n\n\n\n<p>Different approaches\/theories which support this include<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>i)Diffusion of Innovation theory, change is brought about by innovators i.e influential people. This relies on the use of peer educators<\/li><li>ii)Mass media campaign<\/li><\/ol>\n\n\n\n<p>-Use of Video, TV dramas posters and mass rallies<\/p>\n\n\n\n<p>iii)&nbsp;&nbsp;&nbsp;Community Empowerment Approach: also called Community organization, Community mobilization, Action research. Community empowerment approach addresses behaviour broadly and actively involves community members in designing, executing and evaluating the project<\/p>\n\n\n\n<p>iv)Social Marketing: uses commercial methods to promote behaviour change. The marketing of condoms in Zambia through advertisements is an example of social marketing. It involves structural change because it changes social norms and reduces structural barriers<\/p>\n\n\n\n<p>v)Policy or infrastructure changes, these are policy changes that affect structures e.g distribution of condoms to all sex workers<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Barriers_to_Behaviour_Change_There_are_four_groups_of_barriers\"><\/span><strong>Barriers to Behaviour Change: There are four groups of barriers<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>1)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Economic barriers<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Poverty &#8211; leads to sex work<\/li><li>Migrant work separates families. When away, migrant workers turn to CSW. The spouses who remain behind engage in extra marital sex.<\/li><li>Prolonged separation due to studies<\/li><li>Migration i.e due to famine and political conflicts<\/li><\/ul>\n\n\n\n<p>2)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Social and Cultural barriers<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Stigma and denial. Stigma is characterized by:<\/li><\/ul>\n\n\n\n<p>&#8211;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;fear to discuss the disease<br>failure to recognize personal risk<\/p>\n\n\n\n<p>&#8211;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;prevention or reluctance to learn or disclose HIV\/Status<\/p>\n\n\n\n<p>In Zambia the major problem is stigma. The Zambia millennium goals report singles out stigma, attitude and misconceptions as major health and economic challenges (Republic of Zambia 2003: 24) stigma involves<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Familial concealment (hiding) of HIV status and AIDS-related deaths<\/li><li>Not discussing sexuality openly except during traditional initiation rites<\/li><li>Parents not willing to educate children on about HIV transmission<\/li><li>Rejection of sex education in schools<\/li><li>Women have limited power to negotiate safer sexual practices due to lack of economic, political power<\/li><li>Polygamy<\/li><\/ul>\n\n\n\n<p>3)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Organizational barriers<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Competition over resources<\/li><li>Not evaluating behaviour change interventions to establish comparative advantage<\/li><\/ul>\n\n\n\n<p>4)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Political barriers<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Weak, unstable governments<\/li><li><a href=\"https:\/\/www.blogger.com\/blog\/post\/edit\/3718099119877372482\/8290099140160262462#\">Armed conflict<\/a>&nbsp;and health crises<\/li><li>Widespread misinformation denial and stigma<\/li><li>Lack of policies on poverty reduction<\/li><li>Lack of political will at the high level of state power.<\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"5_Institutions\"><\/span><strong>5. Institutions<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>You are going to identify institutions that support or work with people affected or infected with HIV\/AIDS. To be affected is to suffer as a result of another person being a patient of HIV\/AIDS. When parents are sick, children are affected. They are deprived of the care they used to receive because the parents are not able to do all those things they used to do such as working to fend for the family.<\/p>\n\n\n\n<p>To be infected is to carry HIV\/AIDS in the body. People that are sick are said to be living with HIV\/AIDS. Due to the concern that HIV\/AIDS has created, nations and the international community have responded by creating institutions large and small, local and international, that give support to the affected and infected.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"6_Issue_Analysis\"><\/span><strong>6. Issue Analysis<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>You have now collected and analyzed information in different groups. Information you have put on flip charts covers I) recent history using timelines ii) Behaviours, values and attitudes that contribute to spreading of HIV\/AIDS using matrices iii) Institutions that support those infected using Venn diagrams and iv) impact of HIV\/AlDS at the household level using maps. The use of PLAs instantaneously leads to issue analysis. In the end, you are required to create composite tools to give greater validity to the findings through intergroup PLA agreement.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"7_Fieldwork\"><\/span><strong>7. Fieldwork<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Now that you have collected information from among yourselves, you will go into the field and collect further information. Fieldwork requires preparation in terms of i) methods of collecting information ii) preparing the people to receive you iii) gaining entree in the community<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>a) Methods of collecting information. You can use PLAs to go and collect information from the community. In fact extension of PLAs to the communities increases group participation. That you are quite skilled to use PLAs, you will look at the use of interviews to collect information. Interviews are suitable for collecting information from individuals. There are three types of interviews: 1) unstructured, semi-structured and structured interview.<\/li><\/ol>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"_Unstructured_Interviews\"><\/span><strong>&nbsp;<\/strong><strong>Unstructured Interviews<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Unstructured Interviews are also referred to as clinical interviews. Questions are not written and interviews arise from conversations. A conversation is a discussion with a purpose. These interviews flow from asking grand tour questions. They would involve asking questions like &#8220;how long have you been here&#8217;?&#8221; &#8216;Tell me what do you normally do in your life to earn a living&#8221;. Questions of this nature are designed to ease the atmosphere and to bring the researcher and the researched closer. There is also a need for the researcher to make a deliberate effort to stop and let the interviewee ask some questions.&nbsp;Unstructured interviews can unlock new and often unintended discoveries.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Semi-Structured_Interviews\"><\/span><strong>Semi-Structured Interviews<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Semi-structured interviews are interviews that follow preformed questions. At the beginning, you prepare a series of questions to guide the interview. Questions can be asked in a different order as the interview proceeds when you ask the interviewee one question but in answering the first question interviewee answer also question two, in that case, do not repeat question two. Interviews can be recorded or written down. If recorded, it is advisable to use a small tape recorder with an inbuilt microphone.<\/p>\n\n\n\n<p>The recorder can be an obstruction to free and natural conversations for a varying length of time. Awareness of the machine can cause some uneasiness on the part of the interviewee. It is good for the researcher to talk about the recorder. If no explanation is given for the presence of a tape recorder, the interviewee can remain apprehensive about its presence. If an explanation is made and permission sought awareness of its intrusion may not last long.<\/p>\n\n\n\n<p>One way of making a recorder interviewee-friendly is to playback a short part of the conversation that has taken place in the first five also minutes of each interview. A researcher can say something like &#8220;let us listen to what we have recorded so far&#8221;. Listening can provide the interviewee with extra courage and confidence as well as ease tensions.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Structured_Interview\"><\/span><strong>Structured Interview<\/strong><span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>The structured interview in research process is a set of carefully worded questions. The questions are arranged under subheadings of the topic under investigation and are asked of interviewees in the same order. For example, in an investigation on listening to the girl child questions were arranged under the subheadings: aspirations and expectations, family expectations and class interactions.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Introduction The term process carries the meaning of a series of actions, tasks or steps that are taken to achieve [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":276,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"wds_primary_category":0,"footnotes":""},"categories":[48,82],"tags":[81],"class_list":["post-659","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog","category-drama","tag-theatre-for-development"],"aioseo_notices":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/The-Research-Process-in-Theatre-For-Development.jpg?fit=1024%2C576&ssl=1","jetpack-related-posts":[{"id":1178,"url":"https:\/\/support.centreforelites.com\/en\/the-concept-of-theatre-for-development-tfd-2\/","url_meta":{"origin":659,"position":0},"title":"The Concept of Theatre for Development (TfD)","author":"centreforelites","date":"March 18, 2022","format":false,"excerpt":"https:\/\/www.youtube.com\/watch?v=s_-eBBB2-EQ \u00a0Theatre for Development refers to the theatre for community animation theatre for integrated development, theatre for the marginalised, theatre for rural development and simply popular theatre. It is a form of theatre that combines research, entertainment and education. The Concept of Theatre for Development (TfD) In 1977, popular theatre\u2026","rel":"","context":"In &quot;Drama&quot;","block_context":{"text":"Drama","link":"https:\/\/support.centreforelites.com\/en\/category\/blog\/drama\/"},"img":{"alt_text":"Theatre for Development","src":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development-inEaster-Africa.png?fit=886%2C555&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development-inEaster-Africa.png?fit=886%2C555&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development-inEaster-Africa.png?fit=886%2C555&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development-inEaster-Africa.png?fit=886%2C555&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":645,"url":"https:\/\/support.centreforelites.com\/en\/the-concept-of-theatre-for-development-tfd\/","url_meta":{"origin":659,"position":1},"title":"The Concept of Theatre for Development (TfD)","author":"centreforelites","date":"April 16, 2022","format":false,"excerpt":"https:\/\/www.youtube.com\/watch?v=s_-eBBB2-EQ Theatre for Development refers to the theatre for community animation theatre for integrated development, theatre for the marginalised, theatre for rural development and simply popular theatre. It is a form of theatre that combines research, entertainment and education. The Concept of Theatre for Development (TfD) In 1977, popular theatre\u2026","rel":"","context":"In &quot;Blog&quot;","block_context":{"text":"Blog","link":"https:\/\/support.centreforelites.com\/en\/category\/blog\/"},"img":{"alt_text":"The Concept of Theatre for Development (TfD)","src":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development.webp?fit=1200%2C870&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development.webp?fit=1200%2C870&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development.webp?fit=1200%2C870&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development.webp?fit=1200%2C870&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development.webp?fit=1200%2C870&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":641,"url":"https:\/\/support.centreforelites.com\/en\/the-origin-of-theatre-for-development\/","url_meta":{"origin":659,"position":2},"title":"The origin of Theatre for Development","author":"centreforelites","date":"April 16, 2022","format":false,"excerpt":"https:\/\/www.youtube.com\/watch?v=FZY-JV9Bj6Y The origin of Theatre for Development can be traced back in the late 1970s as a social movement that disseminated information on issues of development at the grassroots level in the developing world. It was an offshoot of thetravelling theatre movement but nurtured by the adult education movement. Chikwakwa\u2026","rel":"","context":"In &quot;Biology&quot;","block_context":{"text":"Biology","link":"https:\/\/support.centreforelites.com\/en\/category\/blog\/biology\/"},"img":{"alt_text":"The origin of Theatre for Development","src":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development.jpg?fit=800%2C654&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development.jpg?fit=800%2C654&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development.jpg?fit=800%2C654&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/support.centreforelites.com\/wp-content\/uploads\/2022\/04\/Theatre-for-Development.jpg?fit=800%2C654&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":1180,"url":"https:\/\/support.centreforelites.com\/en\/genesis-and-evolution-of-theatre-for-development\/","url_meta":{"origin":659,"position":3},"title":"Genesis and Evolution of Theatre for Development","author":"centreforelites","date":"March 18, 2022","format":false,"excerpt":"\u00a0TFD emerged in the late 1970s as a social movement that disseminated information on issues of development at grassroot level in the developing world. The Evolution of Theatre for Development was an offshoot of the travelling theatre movement but nurtured by the adult education movement.\u00a0 Chikwakwa travelling theatre in Zambia\u2026","rel":"","context":"In &quot;Drama&quot;","block_context":{"text":"Drama","link":"https:\/\/support.centreforelites.com\/en\/category\/blog\/drama\/"},"img":{"alt_text":"Genesis and Evolution of TfD","src":"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/thumb\/7\/7e\/%E0%B4%95%E0%B5%82%E0%B4%9F%E0%B4%BF%E0%B4%AF%E0%B4%BE%E0%B4%9F%E0%B5%8D%E0%B4%9F%E0%B4%A4%E0%B5%8D%E0%B4%A4%E0%B4%BF%E0%B4%B2%E0%B5%86%E0%B4%B8%E0%B5%81%E0%B4%97%E0%B5%8D%E0%B4%B0%E0%B5%80%E0%B4%B5%E0%B5%BB.jpg\/800px-%E0%B4%95%E0%B5%82%E0%B4%9F%E0%B4%BF%E0%B4%AF%E0%B4%BE%E0%B4%9F%E0%B5%8D%E0%B4%9F%E0%B4%A4%E0%B5%8D%E0%B4%A4%E0%B4%BF%E0%B4%B2%E0%B5%86%E0%B4%B8%E0%B5%81%E0%B4%97%E0%B5%8D%E0%B4%B0%E0%B5%80%E0%B4%B5%E0%B5%BB.jpg","width":350,"height":200,"srcset":"https:\/\/upload.wikimedia.org\/wikipedia\/commons\/thumb\/7\/7e\/%E0%B4%95%E0%B5%82%E0%B4%9F%E0%B4%BF%E0%B4%AF%E0%B4%BE%E0%B4%9F%E0%B5%8D%E0%B4%9F%E0%B4%A4%E0%B5%8D%E0%B4%A4%E0%B4%BF%E0%B4%B2%E0%B5%86%E0%B4%B8%E0%B5%81%E0%B4%97%E0%B5%8D%E0%B4%B0%E0%B5%80%E0%B4%B5%E0%B5%BB.jpg\/800px-%E0%B4%95%E0%B5%82%E0%B4%9F%E0%B4%BF%E0%B4%AF%E0%B4%BE%E0%B4%9F%E0%B5%8D%E0%B4%9F%E0%B4%A4%E0%B5%8D%E0%B4%A4%E0%B4%BF%E0%B4%B2%E0%B5%86%E0%B4%B8%E0%B5%81%E0%B4%97%E0%B5%8D%E0%B4%B0%E0%B5%80%E0%B4%B5%E0%B5%BB.jpg 1x, https:\/\/upload.wikimedia.org\/wikipedia\/commons\/thumb\/7\/7e\/%E0%B4%95%E0%B5%82%E0%B4%9F%E0%B4%BF%E0%B4%AF%E0%B4%BE%E0%B4%9F%E0%B5%8D%E0%B4%9F%E0%B4%A4%E0%B5%8D%E0%B4%A4%E0%B4%BF%E0%B4%B2%E0%B5%86%E0%B4%B8%E0%B5%81%E0%B4%97%E0%B5%8D%E0%B4%B0%E0%B5%80%E0%B4%B5%E0%B5%BB.jpg\/800px-%E0%B4%95%E0%B5%82%E0%B4%9F%E0%B4%BF%E0%B4%AF%E0%B4%BE%E0%B4%9F%E0%B5%8D%E0%B4%9F%E0%B4%A4%E0%B5%8D%E0%B4%A4%E0%B4%BF%E0%B4%B2%E0%B5%86%E0%B4%B8%E0%B5%81%E0%B4%97%E0%B5%8D%E0%B4%B0%E0%B5%80%E0%B4%B5%E0%B5%BB.jpg 1.5x"},"classes":[]},{"id":1174,"url":"https:\/\/support.centreforelites.com\/en\/international-workshops-on-the-tfd\/","url_meta":{"origin":659,"position":4},"title":"International Workshops on the TFD","author":"centreforelites","date":"March 18, 2022","format":false,"excerpt":"\u00a0The growth of TFD worldwide and in Africa has followed a pattern that began with international workshops followed by a fall out of national organizations and CBOs. The first international workshop that considered arts in development was the UNESCO workshop organizedin India in 1972 on the use of folk media\u2026","rel":"","context":"In &quot;Drama&quot;","block_context":{"text":"Drama","link":"https:\/\/support.centreforelites.com\/en\/category\/blog\/drama\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":1176,"url":"https:\/\/support.centreforelites.com\/en\/the-origin-of-chikwakwa-theatre-2\/","url_meta":{"origin":659,"position":5},"title":"The Origin of Chikwakwa Theatre","author":"centreforelites","date":"March 18, 2022","format":false,"excerpt":"\u00a0The Chikwakwa Theatre: The coming into being of the Chikwakwa Theatre in the 1960s gave rise to new theatre groups. The leaders of Chikwakwa Theatre were with a strong feeling and conviction that western theatre in the Zambian society was divided along racial lines and that there would not emerge\u2026","rel":"","context":"In &quot;Drama&quot;","block_context":{"text":"Drama","link":"https:\/\/support.centreforelites.com\/en\/category\/blog\/drama\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/posts\/659","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/comments?post=659"}],"version-history":[{"count":1,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/posts\/659\/revisions"}],"predecessor-version":[{"id":661,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/posts\/659\/revisions\/661"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/media\/276"}],"wp:attachment":[{"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/media?parent=659"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/categories?post=659"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/support.centreforelites.com\/en\/wp-json\/wp\/v2\/tags?post=659"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}