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The Diagnostic Role Play (DRP) is a new qualitative research method that combines diagnosis and role play to help program planners better understand current behaviors and design more effective strategies for promoting and supporting improved behaviors. an overview of the DRP method, its benefits, and how it can be used to examine behaviors, understand why people behave as they do, and identify feasible ways to help program participants move towards more favorable behaviors. It also discusses the importance of socio-cultural roles, relationships, and norms in the context of the DRP.
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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.
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.
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
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
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:
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.
use a fun way to learn and discuss their opinions on important topics.
You may wish to use the following example:
You may wish to use the following example:
will be more than one).
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.
1. What happened in the role play?
**2. What problems did the main characters have in the role play?
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?
here?
11. If we can agree that this is a common problem, why do you think people do things this way?
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).
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.
Help everyone to participate. Be certain to clarify how realistic and typical the role play was, or how feasible the proposed solutions really are.
upon local customs, this may involve creating and reading a poem, song, or saying that summarizes the session.
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.
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.
watch the role play attentively and then discuss whether it has accurately portrayed an aspect of their situation.
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.
DIAGNOSTIC ROLE PLAY
NOTE-TAKING OBSERVATION GUIDE - AUDIENCE
Situation:
Roles:
Setting:
Flow of Action Key Words or Phrases Key Reactions or Gestures
st
Invite various members of the audience to tell part of the story until you get a description of the most important parts and actions.
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:
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.
nd
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).
the entire setting and the discussionsover a period of time, including how they start,