Combating Poor Hygiene Behaviour in Secondary Schools through Participatory Communication.
ABSTRACT
As a result of one’s interaction with society his behaviour may affect not only him, but also those around him. This is the case with negative sanitary behaviours.
There are people who live healthy lifestyles whose health is jeopardized by those with poor sanitary behaviour, making them vulnerable to some of the diseases which they would have been able to prevent.
When these two sets of people are actively engaged in participatory communication from childhood on proper hygiene or sanitary behaviour, the condition is likely to improve.
And although participatory approaches to development communication have steadily gained recognition in recent years, in Nigeria people do not get the opportunity to fully participate in hygiene /health issues.
This negatively impinges on their effective uptake of hygiene messages, thus leaving them poorly equipped to address such issues and make them more susceptible to preventable diseases.
It is the opinion of this work that in order to overcome this challenge, it is needful to start a behaviour reorientation programme from an early age, so that people will grow up with healthy behaviours.
TABLE OF CONTENTS
Title page ———– i
Declaration ———– ii
Certification ———– iii
Dedication————– iv
Acknowledgement ——- v
Abstract —– viii
Chapter One – Introduction
1.0 Background to the Study ——— 1
1.1 Statement of the Research Problem ——- 9
1.2 Aim of the Study ———- 9
1.3 Objectives of the Study ——- 9
1.4 Scope of the Study ——— 10
1.5 Justification for Study ———– 12
Chapter Two – Review of Relevant Literature
2.0Introduction ———– 14
2.1The Communication of Health Issues——- 19
2.2 Participatory Development Communication to the Rescue……………… 29
2.3 TheoreticalFramework…… 33
Chapter Three- Resesarch Methodology
3.0 introduction …………… 37
3.1 Research Design ………… 39
3.2 Description of Research Instrument and Data Collection…… 39
Chapter Four- Analysis
4.0 Background of Participants ………… 48
4.1 Assessment……………… 49
4.2 CommunicationAnalysis ……… 53
4.3 Design and Development ……… 55
4.4 Action ………… 57
4.5 Evaluation ……… 63
4.6 Achievements/Implications ……… 64
ChapterFive- Conclusion
5.1 Observations and Recommendations…. 69
5.2 Conclusion ……… 72
INTRODUCTION
Experience over the years has shown that children are important stakeholders in matters of development.
Much of the content of development programmes are such that they include strategies for the improvement of the life of children, generally speaking. For example, they have rights which necessarily have to be respected.
The United Nations (UN) sees such rights as right to education, survival, protection, participation and so on, as critical (Osofisan; 2004).
However, children are not given the opportunity to participate meaningfully in issues that affect them.
Although the researcher had known that children are very intelligent, the course Children’s Theatre afforded him the opportunity to know how creatively expressive children could be.
It also enabled him to know that they could be proactive in tackling issues they set their mind to.
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216-224.Blackburn, James and Jeremy H. (eds), (1998) WHO CHANGES?: Institutionalizing
Participation in Development, UK: Intermediate Technologies Publication.Ibd, (1998) WHOSE VOICE? Participatory Research and Policy Change, UK: Intermediate
Technologies Publication.Boal, Augusto, (1998) Theatre of the Oppressed, London: Pluto Press.
Dahl,Stephan. Introduction to Social Marketing http://www.youtube.com/watch?v=zl0tR9YlJ1Y
accessed 12/12/11.Donmoyer, R (2008). In Givens, L(Ed), The Sage Encyclopedia of Qualitative Research
Methods: Sage Publications.Freire, Paulo (1976) Pedagogy of the Oppressed. UK: Penguin Books.
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