The effect of participating at narrative theatre forum: experiences of participants in Al Fateh locality--Omdurman/Sudan.

Alla, Fatima Elzhra Elsheikh Greeb

Abstract

This study examined the impact of participation on Narrative Theatre. The applied impact and outcome evaluation process provided an opportunity for the participants to share their experiences of Narrative Theatre. Interviews were conducted with twenty participants (two males and eighteen females, age range from 7 to 60 years) selected randomly from the Narrative Theatre forum conducted in Alfateh area in the northwestern part of Omdurman. The beneficial impact of participation on Narrative Theatre, in terms of mental health's wellbeing, was evident at both individual and community levels. At individual level, there was positive impact on individual's feelings, enhanced knowledge, personal and practical skills. At the community level, the development occurred through shift in power, community involvement, enhanced network and connections; and activating social change.

Keywords: Narrative theatre, participatory approach, Al Fateh Omdurman, fathers' absence, Sudan

Introduction

Evaluation of Narrative Theatre focuses on assessing the audience and facilitator activities that are taking place during Narrative Theatre events to reflect immediate results. Despite the fact that for the long term impact to influence the community the experience needs some time to elapse that it can be measurable yet, what impact does the Narrative Theater have on the participants, and what impact does it have on the target community needs, in the short term process is targeted by the study.

Evaluation involves the collecting data for the purpose of making decisions about the intervention. Evaluation forms is an integral part of interventions or activities and implies a commitment to deliver the best possible activity guided by clear intervention goals, objectives and performance indicators. Moreover, intervention evaluation assists in the further planning and development of activities, as it will provide a picture of what the intervention looks like in practice, point to the effects achieved, and what still needs to be achieved (Meyer-Weitz & Sliep 2005).

The broad types of evaluation are known as formative and summative. Formative evaluations strengthen or improve the object being evaluated. They help form it by examining the delivery of the programme or technology, the quality of its implementation and the assessment of the organizational context, personnel, procedures, inputs, and so on. Summative evaluations, in contrast, examine the effects or outcomes of some objects. They summarize it by describing what happens subsequent to delivery of the programme or technology; assessing whether the object can be said to have caused the outcome; determining the overall impact of the causal factor beyond the immediate target outcomes; and estimating the relative costs associated with the object (Michael 2008).

Evaluation of the literature refers to the "dimensions of evaluation" as process, outcome and impact. Process Evaluations describe and assess programmes, materials and activities. Establishing the extent and nature of programme implementation is an important first step in studying programme outcomes. That is, it describes the interventions to which any findings about outcomes may be attributed. Outcome evaluation assesses programme achievements and effects. It studies the immediate or direct effects of the programme on participants. The scope of an outcome evaluation can extend beyond knowledge or attitudes. However, to examine the immediate behavioural effects of programme, Impact Evaluations looks beyond the immediate results of policies, instructions, or services to identify longer-term as well as unintended programme effects (Michael 2008).

Impact evaluations are particular type of evaluation that seeks to answer cause-and-effect questions. Unlike general evaluations, which can answer many types of questions, impact evaluations are structured around one particular type of question: What is the impact of a programme on an outcome of interest? This basic question incorporates an important causal dimension: Interested only in the impact of the programme, that is, the effect on outcomes that the programme directly causes. An Impact Evaluation looks for the changes in outcome that are directly attributable to the programme. (Gertie et al. 2011).

According to Sliep et al. 2004 to determine whether Narrative Theatre (NT) has been successful as a tool to strengthen the social fabric and to develop independent problem solving capacity within communities, an impact and outcome evaluation process is needed. Impact and outcome evaluation measures the immediate impact and ultimate outcome of NT.

In the short term, evaluation focuses on assessing the participation and the discourse of the participants during the performances, for immediate results.

Sliep has developed the NT as a strategy used to strengthen the social fabric of the community by shifting the emphasis from only problems to strengths draws on ideas and concepts found in narrative therapy and Forum Theatre (Sliep, 2011). The Narrative Theatre approach can be used as a form of counseling for traumatized communities (Sliep 2009). This Collective Healing approach draws on narrative theory; reflective theory and social capital theory in all its phases. However, some theories feature stronger during specific phases (Sliep 2004). This approach allows facilitators to work with the problem-based story and to use people's strengths to find a solution. Ultimately, the problem-based story can develop into, or be replaced by, a story based on the strengths people have identified in themselves and their communities. A strength-based story makes use of drama that is constructed out of the lived experiences of the people involved in the work (Sliep 2009). This experience is used to stimulate creative problem solving and lessen the effects of problems on their lives (Meyer-Weitz & Sliep 2005).

Narrative Theatre is presented as a methodology for the generation of positive societies in support of mental health and well-being. It acknowledges the embedded values of individuals and thus their problems in social, cultural and political contexts. It was directed at both the individual and the social environment, with specific interests in strengthening social fabric through a process of critical consciousness and reflexivity (Sliep & Meyer-Weitz 2003).

According to Sliep 2004 for the full impact and potential of NT to develop, it needs to be placed into a long term perspective. Strengthening social fabric and Social transformation is embedded in the method that can only take root through revisiting problems with a long term vision and careful planning and implementation of the short term vision.

Therefore, the current study focused on evaluation of the short-term effects of participation at the Narrative Theatre as applied during a community event.

Methods

The study utilized qualitative methods to explore the effect of Participation on the NT forum. Research was started with two focus group discussions of ten respondents in each group, to determine the NT theme.

In the First stage, the Participants were 100 audiences (6 old men, 20 old women, 18 young women, 30 youth and 26 children) from NT forum which conducted in Alfateh communities in the north-western part of Omdurman, selected using purposive sampling technique. Sample was selected from among those population elements because were easily accessible and conveniently located.

The second stage involved interviews with twenty participants- two males and eighteen females with age range of 7 to 60 years; selected randomly from each Narrative Theater group (1 old men, 8 old women, 6 young women, 3 youth and 3 children). The majority of participants (16 to be precise) had faced are suffering the absence of father or husband. Ten of participants had completed secondary school; two completed university; while three of them either had no education or a primary school education only. Of the 20 respondents, seven identified themselves as workers and six reported that they were student two of them on secondary school, one participant on university and three of them on primary school.

Narrative Theatre: was used with theme to shift the emphasis from only problems to strengths drawn on ideas and concepts found in narrative therapy and Forum Theatre (Sliep 2011).

Face to face interviews were used to gather information. During a week's follow-up visit with the committee, four months after the initial NT forum, impact and outcome evaluation- were used to explore the effect of Participation on the NT forum- data were collected through conducting an interview with 20 participants at the forum in Alfateh from May to October 2014.

Field case study:

Preparation: The facilitator had visited the community before; and now returned for a second visit. She had negotiated a time and the theme with the stakeholders. Cafa organization prepared the school for the theatre and sent invitations to community members.

Context: Members of a specific community gathered in Alfateh Primary School. The audience consisted of about 100 people who included: old men, old women, young women with children and quite a few young men and some older children. Starting the day with Music and singing, lead to greater activity and participation. The facilitator welcomed the audience and set the stage for the event. Absence of father was introduced as the theme of the day; being the problem that had been reported from the focus group discussions, and as one frequently observed problem among the community.

The facilitator and other Volunteers from Ahfad University acted out a real scenario adopted from narratives narrated by the community members themselves. The Scene embodied the absence of father and its consequences at the family and community level. Discussions that emerged from the group- after the drama in the scenes- were acted out. The facilitator initiated a discussion with the audience. Mapping out the absence of a father as a problem and its effects on the members of the family and others close to them received adequate attention. Then the facilitator asked the audience to generate an alternative story with volunteers where a realistic scene would be acted leading to a different outcome. Volunteer community members acted the scene to resolve the negative consequences of the absence of father.

Then audience was divided into smaller groups according to the gender and age to look at possible solutions. The facilitator let each small group-under strong facilitation- to brainstorm imagined solutions and what a better story would look like. Each group got their own logo, name and motto; and generated their own ideas by writing them on a flipchart. Each group, with the help of the facilitator, elected a committee to generate an action plan. Then the facilitator asked the participants to identify one member, in each group, to give feedback to the NT community; and to conclude the programme with a traditional song or dance.

The researcher continued to visit the committees and talked through any actions or issues that emerged during that time. In these discussions, the researcher linked people to other existing services.

The interview schedule was prepared by the researcher. Interviewees were first asked, in an open ended way, to describe their experiences in NT. These prompts referred to the impact of participation on NT, What impact does the NT have on the participants? What impact does NT have on the target community?

Participants were recruited for the study via a random sampling procedure. All participants identified agreed to be interviewed for the study. Prior to commencement of interviews, all participants were informed of the goals of the study and were given assurance of confidentiality. Interviews were conducted by the researcher. Ample time was set aside for each interview to establish a rapport, to initiate and close the interviews in a sensitive manner. Due to the sensitivity of the topic and the possibility of interviewees becoming distressed as a result of the interview, referral procedures were put in place to address the needs of distressed respondents.

Data was analyzed following thematic approach. Coding was created; codes were assigning to segments of the texts. Then similar codes were brought together forming categories. Categories were formed keeping the objective of the study in mind to be systematic while remaining open as much as possible (Braun and Clarke 2006).

Results & discussion

Data was explained within the context of participation on the NT as covered by the interviews. The researcher discussed what resulted from the explanation of themes relating to the types of impact of Participation on the NT; which was divided into individual and community levels discussed below:

The Individual level's effects account of participant on the NT tended to focus around four pervasive themes:

The first theme was the positive impact on how people feel, this impacted upon a significant proportion of participants interviewed (n=13). Attending NT event stimulates and relieves stress. According to one participant:

"After the theatre, I felt relieved from the big bugbear" /Female, 36 years old).

Some of them had comfortable feelings. As one participant stated:

"When I see the second scenes and the stories of success, I feel comfort" (Male, 47 year). Yet one stated: "I feel comfort because I am telling people some of my sufferings." (Girl, 17 years old).

Hence leading to improved happiness, as one participant stated:

"It is enjoyable; we did not want to warp if (Boy, 16 years old).

Yet another participant expressed, "We spent a nice time, we did not look at the time" (Female, 40 years).

Yet another participant contended:

"It was a happy day, I participated in a song, experienced the essence of NT, we had one huge child group where we played and sang a lot!" (Child, 8 years old).

A second major theme was: Developed personal skills (n = 10) such as life satisfaction. For example, one participant stated:

"I used to complain why that happened to me? But when I heard many stories, I felt satisfied. I thank God!" (Female, 36 years old).

Participation in the NT leads, in addition, to an improved sense of control over one's life. One participant stated:

"I have the ability to control my life and manage my children" (47, years old female).

It also increased a sense of efficacy, one participant stated:

"I shared my experience with others; they acknowledged my success in bringing up the children alone; now one of them in the university and the girl, in secondary school. I feel it is an achievement. I am successful!"

Also, the participation in NT leads to improved self dependency. A female of 36 years old had this message:

"Don't wait for others' help, trust yourself, you can do anything!"

In addition, it increased the motivation to work. This was expressed by one participant who stated that: "Now I have the motivation to do my work!" (Female, 36 years old).

It also leads to a decrease in the feeling of helplessness. For example, one participant stated: "Before the theatre, I could not do anything; I was waiting for help from others; I had a feeling of helplessness}" (Female, 46 years old). Individuals directly involved in NT developed their ability of tolerance to others. One participant stated:

"I acquired the ability; I could stand in front of anyone who talk about the girls' absent father with tolerance (Girl, 17 years old).

Essentially, this girl contends that she became much stronger and could now deal with the negative connotation or stigma labeled against girls with absent fathers.

There is also the aspect of development in the community and public speaking. According to one participant:

"Now I know how to sit and how to speak in a public situation" (Female, 50 years old).

NT appeared to enhance the self-esteem of their participants. One participant stated:

"It enhanced my self-esteem because I learned new skills and found that I had undiscovered talents!" (Female). Another participant stated, "I have received positive recognition from peers and others when they perform or exhibit their work. " (Boy, 16 years old).

Other participant reported:

"Learning new skills, like solving people's problems improved my skills in general and helped my work in the organization." (Male, 46 years old). Another participant stated: "Sharing my experience with others provides an opportunity to such participants to succeed; it enables me to gain some positive public recognition."

A third major theme identified was increased individual knowledge and sharing of the problem with other community members (n= 11), as indicated by the numbers of participants. One participant expressed:

"Now we know it is a community problem" (Female, 38 years old). The other stated that, "My children became aware of their family status."(Female, 36 years old). This means that before the NT, some young people did not know their family status as it were. In fact, the father's who was just a mystery to the children in such circumstances. All these mysteries were unraveled through the power of NT in the community.

A young girl stated:

"I recognized the role of family, especially my mother- she plays two roles, father and mother in her endeavors to raise us up" (Girl, 17 years old).

There was a change in the way of thinking as manifested by different community members who participated in the NT. One participant expressed:

"I am rearranging my older hook." (Female, 50 years old). A man stated, "I have acquired the new way in Problem solving"(Male, 46 years old). Yet another lady observed, "My husband is here but I started to think of what happened to me! What can I do, so that I develop a future plan, to do small work?" (Female, 30 years old).

Most participants described how they learned from each other's experiences. Many of them were sending, to the audience positive awareness massages related to the NT.

The communities decided their own future through income generation activities to solve their problems. Also the committee discussed their strategic plan about the solution, and that allowed a space to release some of the burdens they suffer.

The fourth theme referred to the Individual practical skills, it was better to be in different fields as indicated by the participants of the sport activity. This was expressed by one participant who stated that:

"We generate football teams from the NT youth groups." A number of participants indicated their actor talent as indicated by one of the participants:

"My friend appreciated my role in the drama, and I also plan to use this talent in the future" (Boy, 16 years old).

Regarding behavior change, there were plenty of positive responses to report. For example, one participant stated:

"I changed the way I used to deal with my child." (Female, 38 years old).

At The community levels, the effect was social capital (collective\group impacts). Participation on the NT was tended to focus around four pervasive themes:

The first and most commonly identified theme was the shift in power relation. This wish was expressed by one participant who stated that:

"It Was the first time that children and woman expressed their feelings and impact of the problem in their life; and shared it with the community". (Male, 46 years old).

Marginalized voices grow louder and stronger regarding their ethnicity, work, age and gender. The children had a chance to develop their own groups and this encouraged them to discuss and share express solutions. The second theme was community involvement based on participation in the groups and equal opportunities. So each member in the group had the opportunity to talk and express their recommendations and solutions of the problems. Moreover, there was reciprocity, looking out for each other. Participant understood their own power and strength; and reflected this to each other. A 40 years old woman started weeping as she recounted her experiences while sharing her story with the groups. This encouraged another woman from the group to appreciate their experiences:

"You are a good mother because you bring up your children in the absence of their father; and now they are grown up. You have to be proud of yourself because of what you have done. "

One participant stated: "You can start a small business like hand crafts with small income. I started the same way and now I have my own work to feed and educate my children alone. I will volunteer to train the other woman" (Female, 35 years old).

The other participant stated: "I'm the eldest of five sisters and four brothers. My father worked abroad and went away without return. I dropped out of school and worked to help my mother meet the needs of the family; and we succeeded to do this." (Man 30, years).

The third theme in this context was the developing of the networks and connection (n=7). This was expressed by one participant who stated that: "We became more cooperative with others." (Female, 50 years old).

One other participant stated that: "The theatre increased our social cohesion; we won the sense of union." (Female, 40 years old). Yet still, another one stated: "We now have new friends and know new people." (Girl, 17 years old). One participant expressing: "NT increased the social contact in this community." (Male, 46 years old), although they had weekly gathering in the committee meetings to discuss issues and problems related to their community, yet through the NT they started to recognize such activities and to appreciate them as achievements.

The fourth theme, they were activating social change (n=15) which included two matters:

One was increased community awareness of the problem. One participant reported: "There is a collective understanding of absent fathers; all the part of the community understood their problems and the impact on their life" (Female, 36 years old).

Another theme was Community action to resolve a social problem. The community had their own responsibility about their problems. One participant commented on the absence of a father:

"Men left their responsibility and went away. I apologize to all women about what happened to them."(Man, 50 years old).

They decided to use their own resources (For example hand craft training) to help each other. One participant reported:

"We can help each other in raring children for those who had daily working hours (Women, 45 years). Another participant stated that: "We will find support from CAFA's SELC Programme to transfer the proposed solutions into the actual life" (Female, 44 years old).

As a result of continued visiting to the committees and talking through any actions or issues that emerged during this time, the researcher linked people to other existing servers including referral of people who had mental health issues along the referral chain; and referred the financial problem to local organizations. For example, after NT, four women had been referred to Cafa organization and joint with SELC Programme, whereby they were allowed to participate in the training and to discover channels to market their products. Also on the focused group discussions, we met a girl. Her father was absent, and she lost her job. The girl was referred her to Cafa organization. There was also a referral of three women with mental health issues to Ahfad Trauma Center.

The outcome of participating in the NT

Findings of this study explored the types of effects of Participation at NT; which was divided into individual and community levels. The fourth types of individual effects are positive impact on how people developed individual knowledge, personal and practical skills. Types of community-level effects, which are roughly homologous to individual-level ones, are social capital (collective\group impacts), shift in power, community involvement, developing on the networks and connection and activating social change; where relevant and specific impacts are claimed in the literature.

In this study, the first of these effects was the positive impact on how people feel about their lives and sufferings. This impacted upon a significant proportion of the participants. The findings of this study are consistent with the previous findings. According toMeyer-Weitz Sliep 2005, there were veiy positive feelings expressed about the use of NT as a strategy to address problems within a community setting. The study revealed that NT can be a celebration for the community to share some of their sufferings, stimulate and relieve their stress, lead to improved happiness and improved individual health. The expressive activities in the context of NT, such as telling of stories, acting, singing and participating in creative exercises- all result in positive feelings that assist in the dissipation of tension.

The second outcome described by the participants in the present study was the development in the personal skills. In consistent with literature, participation on NT enhances greater sense of independence, leading to life satisfaction, improved self-concept, sense of control over one's life, as well as improved self--esteem and enhances a sense of self-efficacy (Sliep 2006). The researcher had different reasons why this might be so. The strategy of NT, which strongly encourages a shift from dependency on external agencies, to reliance on the capacity of the local context and communities, depends on the available resources. In addition, NT is creating a safe space to develop potentialities within individuals and collectively which enhances a sense of self-efficacy and life satisfaction. When people share their experiences with others, they acknowledge their success. NT provides an opportunity to such participants to, learn new skills, explore undiscovered talents, succeed and gain some positive public recognition. It improves their sense of control over their life, self esteem and self-concept.

The third effect described by participants in the present study was increased individual knowledge. Consistent with previous findings, the use of NT has contributed to improved knowledge and problem solving among members of the community (Sliep & Meyer-Weitz 2005 & Sliep 2009). The researcher suggested there were many reasons to expect that acting helps people to imagine and understand what it would be like "to walk in someone else's' shoes". People tend to see issues only from their own perspective and need to hear the perspective of others to increase their understanding. The discussion of daily life problems created deeper thinking and understanding, of both the problem and the possible solutions.

The fourth effects described by participants in the study were referred to as the individual practical skills. The findings are validated and strengthened by consistency with other research. According to Sliep & Meyer-Weitz 2005, "the skills acquired in the training has impacted on the psychosocial workers own lives" (p. 38).

Individual-level effects are relevant for the purposes of community impact studies to the extent that the impact of the NT on individuals aggregates to the community. (For example, some individual-level impacts, such as 'personal enjoyment,' may not have any consequences on community life). In this study, at the community level, the effects were on social capital (collective\group impacts). This has been observed by the previous researchers, Sliep & Meyer-Weitz 2003. NT is directed at both the individual and the social environment, with specific interests in strengthening social fabric through a process of critical consciousness and reflexivity.

The first and most commonly identified effects, described by participants in the present study, were the shift in power. Consistent with previous findings, people gain greater awareness of marginalized or powerful others through embodiment of the patterns of action and speech they use (Sliep et al. 2004). The researcher suggested that there were many reasons for this result. NT creates an active space for bringing in the voice of marginalized people. Marginalized voice grows louder and stronger regarding their ethnicity, work, age and gender to discuss and share express solutions to their experiences. Further, the expressive activities of NT such as, telling of stories, physical movement, song and participating in creative exercises- all result in positive energy that acted to change much of the community sufferings and transform it to a positive feelings and activities.

The second effect in the study was community involvement, which reflects those identified in the empirical literature on the NT and tries to move people away from shaming or blaming others, and instead, facilitating healing through connecting people. This happens over a period of time while trust develops, suspicion decreases and people are stimulated to help other people, as well as to accept help from others (Michael & Rotem 2008; Sliep 2009; Pathak & Intratat 2012). The Researcher referred that the methods NT is offering, is participatory, nonjudgmental and accessible to all ages, levels of education and cultural back- grounds. It was based on participation in the group and equal opportunities. So each member in the group had opportunity to talk and express, and they had recommendations and solutions to the problems. Moreover, there were reciprocity and looking out for each other.

Participants understood their own power and strengthed and reflected this to each other.

The third effect described by participants in the present study was developing on the networks and connection. Consistent with previous findings, NT encourage linking people through coalitions and networks; and also increasing social networks and cohesion, while moving towards collective action (Sliep 2004; Sliep & Meyer-Weitz 2003, 2005). As previously reported by Sliep 2009 NT stimulates rebuilding networks of trust and cooperation. The researcher had different reasons why this might be so. The expressive activities of NT have a result in positive energy which assists in the dissipation of tension and brings forth feelings of 'togetherness' and social cohesion. The discussions also occurred in smaller groups, although they had weekly gathering in the committee meeting to discuss issues and problems that were related to their community.

The fourth effect in the study was activating social change. The findings were validated and strengthened by consistency with other research, (Sliep et al. 2004). NT approach is a process where, through reflection and understanding, transformation and positive change can be achieved. The researcher had different explanations for this result; the stories they discussed and acted out could change from stories of hopelessness and helplessness, to stories of strength, dignity and working for a better future. Also help to create new possibilities and restore hope that is needed to help people heal and move forward. In addition to this, follow-up and referrals also occur with individuals who wish to talk about more personal matters.

In conclusion, the impact and outcome evaluation processes provided an opportunity for the participants to share their experiences of NT. The interviews with the participants contributed to an understanding of the effects of participation on the NT. The beneficial impact of participation on NT in terms of mental and physical wellbeing is evident at the individual, community and societal levels. The change occurred in individuals resulting to the positive impact on how people feel, developed individual's knowledge, personal and practical skills. On the other hand, the development on community occurred in social capital through shift in power, community involvement, developing on the networks and connection; and activating social change.

The continuous monitoring and evaluation of NT activities are essential strategies for the development and full internalization of NT skills in the repertoire of tools available to psychosocial workers in strengthening social fabric, self-reliance and to bring forth social transformation in the communities they serve; as is the case of a community like Al Fateh, which hosts different tribes of the Sudan, particularly from areas of conflict such as Darfur and South Kordofan. Children and women represent about 80% of all family members suffering from the many problems such as poverty, lack of services and recourses; and absence of fathers which have many negative consequences on individual, family and community.

Conclusion

Findings of the present study may be tampered by several limitations evident in its design. First, the small sample size; to examine this issue further, a study incorporating a larger number of participants is required. Second, issues concerning to what extent the impacts of short-term NT interventions are sustained over a longer period. Although there have been initial explorations into longitudinal research, there is a read need for further work in this area.

Note on contributor

Fatima Elzhra Elsheikh Greeb Alla is a post Graduate candidate from the master program in Trauma and Community Counseling at Ahfad University for Women, School of Psychology and Pre-school Education.

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