PRA-Manual Embracing Participitation tools-only.pdf - PACA

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3.6 EMBRACING PARTICIPATION IN DEVELOPMENT: Wisdom from the Field Given the incremental learning that occurs during a PLA process, it is recommended that the facilitating team reviews the process and reflects on the findings while the appraisal is being carried out so that, if necessary, the objectives can be modified. 1.6 Preparing a check-list of issues to be covered Once the objectives have been set, it is helpful to prepare a tentative list of issues and themes that need to be explored during the participatory appraisal. The facilitating team can prepare this list before the fieldwork starts. It is useful to have a brainstorming session with all the facilitators to generate this list. If all the facilitators are not present while preparing this checklist, it is important that this be discussed with them before the appraisal starts. However, it must be noted that this is <strong>only</strong> an indicative and tentative list, which can be modified and changed during the appraisal process. We may start with a list of issues that we (facilitators) think are important and must be covered, but it is very difficult to pre-determine all the issues and concerns that will be raised by the participating community members during the appraisal. Hence the process has to be flexible to incorporate all of the necessary modifications. It must also be noted that this checklist should not be used as a blueprint or the basis of a questionnaire that has to be followed in the field. This checklist should <strong>only</strong> help the facilitators to keep track of the process and to review their progress. In case the facilitating team is large and works as sub-teams in the field, this checklist also helps to ensure that there is at least some common ground covered by all the teams and that the process does not move in several different directions based on the specific interests of the particular facilitators. Part 3 For each of the issues listed in the check-list, a ‘menu’ of methods can be provided. This helps the facilitators to gain confidence in selecting appropriate methods for analyzing specific issues. The following matrix gives an example of a detailed checklist of issues that can be covered while facilitating participatory appraisals on sexual and reproductive health with adolescents, along with a ‘menu’ of PLA methods that can be used to explore and analyze each of these issues (this list has been developed from the PALS experience in CARE Zambia).
EMBRACING PARTICIPATION IN DEVELOPMENT: Wisdom from the Field 3.7 ILLUSTRATIVE CHECKLIST OF ISSUES AND METHODS FOR USE IN PARTICIPATORY ASSESSMENTS ON SEXUAL AND REPRODUCTIVE HEALTH WITH ADOLESCENTS TOOLS AND ACTIVITIES FOR SHARED LEARNING Information/Knowledge ILLUSTRATIVE ISSUES Social Maps Census Mapping Transect Walks Wealth & Wellbeing Ranking Body Maps Venn Diagrams Listing, Ranking & Scoring Causal Impact Analysis (Flow Diagrams) Daily Time Use Analysis Seasonality Analysis Trend Analysis Participatory Sex Census Picture Stories/Cartooning Semi-structured Interviews From what sources do adolescents get information on sex, reproductive health and contraceptives? X X X X X X X X Type of knoweldge they possess and depth of information about: reproductive health system, pregnancy, contraceptives, STIs, treatment of STIs X X X X X X X X X Needs expressed for other information X X X X With whom do they feel free to discuss their health problems and fears? X X X X X X X X Attitudes What is the ideal age to get married? X X X X X X X What is the ideal age to have children? X X X X X X X Views on use of contraceptives X X X X X X X Conditions under which contraceptives are used X X X X Conditions under which contracpetives are not used X X X Do girls or boys carry more STIs? X X X X X In case of pregnancy, who takes responsibility? X X X X X X X Is it acceptable to have sex with a close relative (which relatives and why)? X X X X X X Why sex? X X X X X X X X X Why no sex? X X X X X X X X X Proportion of girls and boys abstaining from sex X X Behavior Age at first sex X X X X X X X X X Gap between first and second sex X X X X X Number of partners and reasons X X X X X X X X X X Payment for sex - what and how much? X X X X X X X X X Preferences for sex partners: type, age, wealth/well-being, relationship X X X X X X X X In which places do adolescents have sex? X X X X X What do they do when they have STIs? X X X X X What do they do when they become pregnant or make a girl pregnant? X X X X X X Proportion of girls becoming pregnant X X X X X X Proportion of pregnancies ending in abortion (with reasons for the same) X X X X X X Who decides whether/type of contraception to be used? X X X X X X X Who obtains contraceptives? X X X X X X X Preferences for different types of contraceptives X X X Use of condoms, proportion of couples using condoms X X Where do they get the condoms? X X X X X X Are the condoms easily available? X What are the constraints to increasing the adoption of condom use? X X X X Impact of adolescent sexual activity X X X X X X Living Conditions and Sexual Relations Distribution according to living arrangements (who do they live with)? X X X X X Most preferred living arragnement X Relation between level of sexual activity and living arrangement X X X X X X X X X Frequency of sexual relations with close relatives X X X X X X X Circumstances under which this sexual activity takes place (forced or voluntary) X X X X X X X X X X X Trends Cross-generational changes with respect to: age of sexual initiation, levels of sexual activity, sources of information, traditions/beliefs, methods of family planning, number of sexual parterns, practice of safe sex, types and treatment of STIs X X X X The Use of the Clinic Proportion of adolescents using the clinic X X X X X X X X X Reasons for which the adolescents use the clinic X X X Can the utilization of the clinic facilities be increased - how? X X X Information on whether any services are provided free of charge at the clinic X Adolescents’ Suggestions Regarding improving the clinic services X X X Regarding improving their reproductive and sexual health X X X X Focus Group Discussions Case studies, stories and portraits Role-plays Source: Shah, 1999 Part 3
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