Summits - SBCC and C4D
Gathering in person to advance informed and engaged societies
Summits - SBCC and C4D
After nearly 28 years, The Communication Initiative (The CI) Global is entering a new chapter. Following a period of transition, the global website has been transferred to the University of the Witwatersrand (Wits) in South Africa, where it will be administered by the Social and Behaviour Change Communication Division. Wits' commitment to social change and justice makes it a trusted steward for The CI's legacy and future.
 
Co-founder Victoria Martin is pleased to see this work continue under Wits' leadership. Victoria knows that co-founder Warren Feek (1953–2024) would have felt deep pride in The CI Global's Africa-led direction.
 
We honour the team and partners who sustained The CI for decades. Meanwhile, La Iniciativa de Comunicación (CILA) continues independently at cila.comminitcila.com and is linked with The CI Global site.
Time to read
less than
1 minute
Print
a- a+
Published 11 years ago
Last updated 2 years ago
Read so far

An educational intervention for altering water-sanitation behaviors to reduce childhood diarrhea in urban Bangladesh: Formulation, preparation and delivery of educational intervention

0 comments

Stanton, B.F., Clemens, J.D., Khair, T., Khatun, K., & Jahan, D.A. (1987). An educational intervention for altering water-sanitation behaviors to reduce childhood diarrhea in urban Bangladesh: Formulation, preparation and delivery of educational intervention. Social Science &Medicine, 14:275.

Abstract

The formulation, preparation and delivery of an educational intervention previously shown to alter hygienic practices and reduce rates of childhood diarrhea in 25 slum communities in Dhaka, Bangladesh is described in detail. Successful aspects of the program included involvement of community members in goal determination, involvement of community members and women as trainers, focusing conflict into positive actions and utilization of informal training techniques. The failures included inadequate transfer of technical aid to communities and insufficient involvement of volunteer-trainers in curriculum development. We suggest possible explanations for these successes and failures and suggest that these hypotheses should, if possible, be subjected to formal evaluation.