Role Play: A Qualitative Method for Understanding Behaviors and Designing Interventions, Slides of Logistics

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Table of Contents

• Diagnostic Role Play: Overview
  • What is Diagnostic Role Play? .................................................................................
  • Why use Diagnostic Role Play in formative research? ...............................................
  • How to organize a Diagnostic Role Play ...................................................................
  • How to prepare the Diagnostic Role Play .................................................................
  • How to stage the Diagnostic Role Play ....................................................................
  • Question Guide for the 1st role play:
  • Question Guide for the 2ndrole play
• Roles and Responsibilities in the Diagnostic Role Play
• Guides for Note-Takers
• Questions for the 1st Role Play:
  • Questions for the 2nd (Problem-Solving) Role Play:
  • Role Play Scenarios – Children
  • Role Play Scenarios – Parents

Diagnostic Role Play: Overview

What is Diagnostic Role Play?

A Diagnostic Role Play (DRP) consists of a simulation in which participants act out the typical attitudes and behaviors of individuals in a given context, followed by an analysis by observers and participants alike of what they have just seen/heard/felt. It is a new qualitative research method that program planners may use to help them better understand current behaviors and design more effective strategies to promote and support the development of new, improved behaviors. As its name implies, the DRP combines the process of diagnosis, or examination and analysis, with role play.

Many health programs have used drama as an intervention through which participants model or try out new behaviors. DRP offers program planners an opportunity to learn about behaviors, both current and potential, and to use what they learn to inform the design of their interventions. This means that researchers and program managers can use DRP to help them:  examine behaviors, spoken words, and interactions;  understand better why people behave as they do; and  identify feasible ways to help program participants move towards behaviors that are more favorable to their health.

Why use Diagnostic Role Play in formative research?

Unlike other research methods, DRP requires participants to do or act rather than just talk about a topic. DRP involves participants in showing, demonstrating, or portraying normal things in their lives. People in a DRP act out certain situations that showcase “normal” behavior, not necessarily their own behavior.

This role play is a stimulus for subsequent discussion among the players and the audience. One outcome of that discussion may be a second role play, one that either gives an alternative, more realistic picture of normal life, or one that presents reasonable and feasible solutions to the problem situation. The group can do a concluding exercise that summarizes key points. Some groups have done songs while others have asked volunteers to write poems.

Researchers may use the DRP to clarify or get more in-depth understanding about concepts that emerge from a review of existing information and initial in-depth interviews—normally the first research methods used.

DRP has a number of potential advantages for researchers. It allows them to see real-life situations that they may not otherwise be able to see because they are private or very rare; for example, what happens in the home when a pregnant woman or child has a medical emergency (who gets involved, what do various people say, whose opinion holds sway?). It also illustrates behaviors, including social interactions, and many of the ways people communicate that seem so normal that people may not talk about them otherwise. And because some behaviors may be sensitive, participants may be more willing to act them out and discuss them when they are not portraying themselves. Finally, options or solutions available to people can be discussed in a group using concrete examples.

Participants may also have much to gain from the DRP, because it gives them an opportunity to discuss important issues that affect them and to have input into research findings as well as their program implications. It also should be fun for participants.

How to organize a Diagnostic Role Play

Three groups are essential in a DRP:  The participants (players and audience members)  The research team (facilitator and note takers)  The organizers of the DRP*

The Participants There should be 10 to 15 participants in each group. Three to five of the participants can be

players, while the other 10 to 12 participants have an important role asaudience members.

They must watch the performance closely and then discuss it among themselves and with the players, with guidance from the facilitator. Many of the issues and findings from the role play will come out through that discussion.

DRP will work best if the number of participants is limited. This will help guarantee that everyone is able to see and hear the role play and that each person gets an opportunity to contribute to an in-depth discussion of the performance and the issues.

The Research Team

The research team consists of afacilitator and twonote-takers. The facilitator is in charge of

orienting the participants as well as the note-takers before the performance and leading the discussion after it.

The note-takers are responsible for recording their observations of what has been said and done, not only during the role play but also during the discussion afterwards. They should keep notes on:  What is said and done on stage  What is said by audience members  Reactions, emotions expressed, and “body language” (gestures and facial expressions) of the players “on stage”  Reactions, emotions expressed, and “body language” (gestures and facial expressions) in the audience  Major issues in the role play and how they were resolved.  Whether they agree that the behavior is “normal” and different kinds of reactions/behavior that would also be normal in the same situation.

The Organizers The organizers are responsible for carrying out the following steps:

1. Gather materials: Video camera and/or tape-recorder (optional), tapes, notebooks, paper & pens.

• (^) These may be the same individuals as the research team; however, the responsibilities of this group are

distinct and therefore will be listed separately.

 Prepare questions that may be used during the discussion to bring out important points in the role play.

How to stage the Diagnostic Role Play

1. Thank participants for coming and explain that together you are going to

use a fun way to learn and discuss their opinions on important topics.

2. Facilitate a game or other ice-breaker activity.

3. Introduce the purpose of the DRP.

Explain to the participants what diagnostic role play is and what they will be expected

to do. You may wish to adapt the following example:

“This is a method of gathering input and information from participants in the (give the

name of your program) program. It is done to learn what people really think and want

and then to design an activity that reflects their reality. The role play will probably be

entertaining, but the main point of the activity is to learn together.

What will happen during this session is that a few people who would like to act will be

given a situation to act out. The players will portray a common situation in the

community. On stage, they will represent their ‘characters,’ not themselves as

individuals.

After the role play, there will be discussion about:

 What happened during the role play

 Why it happened

 Whether participants in the audience feel this is the common reality

 What other reactions and behavior would also be “normal” in that situation

 What problems were raised by the players

 What participants believe can be done about the problems.

If the audience feels that what has been presented is not accurate (is not exactly like

how it really happens), the players will act out the role play again, making changes

suggested by the audience members. This can be repeated until the group agrees that

the role play is most like real life. But the participants and researchers should be aware

that it is not uncommon to have several different reactions or behaviors that are

accepted as “normal” in a given situation. It is helpful to find out as many of these

alternatives as possible.

If, however, the audience feels that what has been presented IS accurate and feels that

this is the only “normal” way to behave in the situation, the players will be asked to

prepare and present a new role play that solves the problems identified.

Note-takers will record what is said and done so that all of the important points will be

remembered. They will not write down any real names.”

4. Introduce the note-takers and their role.

5. Describe the role of the players.

You may wish to use the following example:

“The players who will present the role play will use actions and words that people in

your community would use in regards to a certain topic. They will not be playing

themselves, but they will do their best to say and do what they think regular people in

the community would if we were watching them.”

6. Describe the role of the audience members.

You may wish to use the following example:

“The audience members should watch and listen carefully to see whether the players

have portrayed what people really do and say in their community in regards to this

topic. They should also try to think whether there are other, different ways that people

would normally do and say in this situation. They should not show what they think of

the role play or the players DURING the presentation, but should remember their

comments and give them during the discussion that follows the role play.”

7. Encourage enough people to volunteer to put on the first role play (if there

will be more than one).

8. Explain the scene/situation to the players and give them 5-10 minutes to

prepare the general flow of the role play.

You may wish to adapt the following example:

Describe the scene to the volunteers, and explain that the scene came from information the program learned through interviews with people like themselves. Give them 5 to 10 minutes to prepare. Help the actors plan what they will do, but only by giving general suggestions if needed.

Explain to the players that they can take the time to plan what characters will be in the scene and the general flow of the events in the scene. They should not plan exactly what they will say. It is better to have the players act out more or less spontaneously what comes to mind.

Remind the players that they will not be acting as themselves – they should present a normal or real scene from their community. You may encourage players to act as a person of a different age or gender if they feel comfortable doing this, as it can be more entertaining for the audience.

 Suggest the following to the players: speak in a loud voice; utilize body expression, movement, and gestures; try not to have more than one person speak at the same time.

Question Guide for the 1st^ role play:

1. What happened in the role play?

Invite various members of the audience to tell part of the story until you get a

description of the most important parts and actions.

**2. What problems did the main characters have in the role play?

3. How did the characters try to overcome the problems? How successful** **were they?
4. Is what the characters said and did what most people around here would say** and do? Would everyone say and do this? Who wouldn’t? Why do you think people would say or do this? If they wouldn’t say or do this, what do you **think is the “actors’” motivation in playing the scene the way they did?
5. Did you agree with what was said or done by any of the characters?** Please say what you really feel, not what you think we want you to say! **Which character(s)? Why?
6. Did you disagree with that was said or done by any of the characters?** **Which character(s)? Why?
7. What if you were in the situation of (insert character’s name that people**

admire or agree with), what would you do? What do you think other people would do? What would the motivation be behind this different way of behaving?

8. How easy or difficult is it to actually do what you admire or agree with?

What about it makes it easy or difficult?

9. Do you agree that this problem really happens sometimes in this community? How big of a problem is this in your opinion? How **common is this?

10. Would you change anything in the role play to make it more like real life**

here?

[If they feel that actually something different happens with most people or many

people, ask the same players or new players to act out the changes

recommended.

If they can agree on a problem and agree that it is what happens in their

community, continue:]

11. If we can agree that this is a common problem, why do you think people do things this way?

12. If the group concludes that the first DRP was not realistic (or not an accurate

representation of their situation or that there are common alternative ways that the role play could unfold), another role play may be prepared and presented. This may be repeated until the group feels that the situation has been realistically portrayed. The facilitator may use the same question guide to direct the discussion(s).

13. When the group concludes that the role play has accurately represented the

situation, they may prepare and present a second role play – one in which the players attempt to solve the problems presented in the first role play. If so, explain that the group will follow the same steps they used for the first DRP:

 A number of volunteers will prepare and present the role play.  The note-takers will observe and make note of aspects of the role play and the audience’s reactions.  The players and audience members will discuss the role play.

14. Listen carefully to participants’ comments and ask them follow-up questions.

Help everyone to participate. Be certain to clarify how realistic and typical the role play was, or how feasible the proposed solutions really are.

15. Ask for volunteer(s) to summarize the main points of the discussion. Depending

upon local customs, this may involve creating and reading a poem, song, or saying that summarizes the session.

Roles and Responsibilities in the Diagnostic Role Play

Facilitator

The facilitator is in charge of orienting the participants as well as the note-takers before the performance and leading the discussion after it.

Note-Takers

The note-takers are responsible for recording their observations of what has been said and done, not only during the role play but also during the discussion afterwards.

Organizers

The organizers are responsible for setting up the Diagnostic Role Play – arranging for and setting up the space to hold the DRP, inviting participants and gathering materials and supplies.

Participants

The participants will be either players or audience members. Asplayers, they prepare and

present a role play on a topic presented to them by the facilitator. Asaudience members, they

watch the role play attentively and then discuss whether it has accurately portrayed an aspect of their situation.

Program Managers

The program managers are responsible for watching and listening to the role plays, and then for participating in a debriefing discussion after the role plays on how results inform the development or adaptation of program strategy.

Guides for Note-Takers

DIAGNOSTIC ROLE PLAY

NOTE-TAKING OBSERVATION GUIDE - AUDIENCE

Situation:

Roles:

Setting:

Flow of Action Key Words or Phrases Key Reactions or Gestures

Questions for the 1

st

Role Play:

1. What happened in the role play?

Invite various members of the audience to tell part of the story until you get a description of the most important parts and actions.

2. What problems did the main characters have in the role play?

3. How did the characters try to overcome the problems? How successful were they?

Is what the characters said and did what most people around here would say and do? Please explain

your opinion. If not normal, what else would they do? Are there any other ways that any of these

characters could have reacted in this situation that would also be fairly common and considered

“normal”? Who would react that way? Why do you think they might react that way?

4. Did you agree with what was said or done by any of the characters? Please say what

you really feel, not what you think we want you to say! Which character(s)? Why?

What should they have done instead? Is there anything else they could have done?

5. Did you disagree with that was said or done by any of the characters? Which

character(s)? Why?

6. What if you were in the situation of (insert character’s name that people admire or

agree with), what would you do?

7. How difficult of easy difficult is it to actually do what you admire or agree with? What

makes it difficult or easy?

7. Do you agree that this is a problem? Do you agree that this problem really happens

sometimes in this community? How big of a problem is this in your opinion? How

common is this?

8. Would you change anything in the role play to make it more like real life here?

If they feel that actually something different happens with most or many people, ask the same players or new players to act out the changes recommended. If they can agree on a problem and agree that it is what happens in their community, continue:

9. If we can agree that this is a common problem, why do you think people do things this

way?

Ask the players or new players to act out the second role play. If many audience members feel that the first role play was not realistic or that there are other common ways of handling the problem, then the players should change the scene to make it seem more realistic or to portray different normal behavioral options. If the first role play was considered realistic and typical and the great majority of community members would probably react the same way, the players should act out a version that includes a solution to the problem presented in the first.

Questions for the 2

nd

(Problem-Solving) Role Play:

1. Is this something that people already do to do overcome the problem?

2. What else can be done to improve the situation?

3. Is there something that others in the community/audience can do to support them?

4. What are specific ideas to help and to motivate practical improvements?

5. What can Save the Children and others do to help participants overcome the problem?

 Poem (10 minutes)

Ask participants to think about a poem that relates to what was discussed during the activity. Give them 5-10 minutes to write down the poem, then share with the group (or during the change in acts).

Role Play Scenarios – Parents

For these scenes that focus on conversations, players should be encouraged to act out

the entire setting and the discussionsover a period of time, including how they start,

and what might change between conversations.

Scenario 1: How parents can talk with their children about HIV/AIDS

1. Parents are asked an embarrassing question about sex by a 12-year-old child (1-2 parents, 1 child)
2. A parent (parents?) of a 12 year old tries to communicate with his or her child about preventing HIV/AIDS (by advising as would about being good, by asking and listening, by explaining what they want for the child and then talking) (1-2 parents, 1 boy)
3. A parent of an 8 year old girl tries to communicate with his or her child about delaying sexual initiation (1-2 parents, 1 girl)
4. A village leader counsels a parent to talk to her child about preventing HIV/AIDS by delaying sexual initiation, but the parent is not sure if that is good to do or how to try ( leader, 1-2 parents)

Scenario 2: How parents can clarify their own values and expectations for their

children

1. Parents in a community meeting talk about their hopes for their children and what behavior regarding sex they think is appropriate for them now (and how to help them do this). A mother is not sure what is right for her 12 year old daughter and other community members help her think about her own values. (1 mother and 4 community members)

Scenario 3: When someone teaches condoms to young children

1. A 10 year old child comes home from school and tells her mother that her teacher taught them about condoms at school today, to help them delay sex and know about safer sex. The mother then goes to her friends to discuss. (1 girl, 1 mother, 3 mothers’ friends)

Scenario 4: How girls can avoid transactional sex

1. A mother and father learn from a neighbor that their 14 year old daughter had sex with an older man last night. (1 mother, 1 father, 1 neighbor)

Scenario 5: How girls can avoid risky situations

1. A mother sends a 14 year old girl to the market late in the afternoon. The father asks her not to go because she will arrive home after dark, and tries to convince the mother to change her mind. (1 mother, 1 father, 1 girl)