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Scrimshaw, N., and Gleason, G. (eds.). 1992. RAP: Rapid Assessment Procedures. International Nutrition Foundation for Developing Countries. Boston, MA. Steckler. A., McLeroy, K.R., Goodman, R.M., et al. 1992. Toward Integrating Qualitative and Quantitative Methods: An Introduction. Health Education Quarterly Spring 19(1): 1–8. UNICEF. The State of the World’s Children. New York: UNICEF (published annually). World Bank. 2003. World Development Indicators. Washington, D.C.: World Bank (published annually). 106 Guidelines and Tools
Appendix B: Criteria Used To Select Psychosocial Support Persons Criteria Used to Select Psychosocial Support Persons (Family Health International/Zambia and the SCOPE Project) Psychosocial support persons (PSSPs) who accompany survey interviewers and focus group discussion moderators must have certain characteristics and capabilities. Following are guidelines to consider when selecting PSSPs. Potential PSSPs should have the following characteristics: • Comfortable relating to and interacting with children • Committed to respecting and observing children’s rights • Have the welfare of children at heart • Ability to speak English and the local language • Ability to talk to children in simple and age-appropriate language • Open-minded; that is, willing to reflect on one’s own beliefs, attitudes, and approach to life and willing to modify them when necessary for one’s growth • Perceptive of children’s experiences • Able and willing to develop self-awareness • Ability to challenge harmful traditional approaches to children • Have a minimum grade 12 education • Have experience with psychosocial counseling and/or have worked with children, especially orphans and vulnerable children (e.g., Sunday school teacher, leader of youth group in a church, school teacher) Potential PSSPs should be able to answer the following questions readily and explain their answers: • How did you develop an interest in helping children? • What is the situation of orphans in your neighborhood? • Can you explain what the word “psychosocial” means? • What is your current job/activity? • Are you involved in any groups or activities in your country? If yes, which ones? (If the person is unemployed, is he or she involved in volunteer activities?) • What are your strengths as a helper? What are your strengths in working with children? • What difficulties do you foresee either in your own personality (make-up/nature) or in your circumstances if you start working with orphans? • Can you give examples where you have helped either your own child/sibling or another child who has had a problem, other than financial or material help? • Can your give one example where you found it difficult to help a child? • Do you know anything about children’s rights? • Do you have experience with orphans, either in your family or in another situation? Explain briefly. • If a child comes to you crying, what would you do? Conducting a Participatory Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS 107
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A Framework and Resource Guide Cond
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A Framework and Resource Guide Cond
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Preface For over a decade, stakehol
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Table of Contents Acronyms . . . .
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Abbreviations and Acronyms AIDS . .
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Introduction Worldwide, the number
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to them, but conditions will evolve
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Chapter One: Overview One of the mo
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could identify a Situation Analysis
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III. Overview of Situation Analysis
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and updated throughout the situatio
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are able to formulate and take resp
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Chapter Two: Situation Analysis Man
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Responsibilities of Technical Lead
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cially launch the primary data coll
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The role of a PSSP is to provide im
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Illustrative Organization Chart Sit
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Training In-Depth Interviewers and
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Situation Analysis Phase Planning 1
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Chapter Three: Data Collection Meth
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can then be designed to focus on th
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Comprehensively Analyzing the Situa
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may produce an endless list of topi
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themes or domains for the situation
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dren. For example, an FGD may incre
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It is preferable to tape-record eac
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• Most critical needs • Unmet n
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Existing Survey Data Collection Too
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Experience from the Field: Determin
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Chapter Four: Management of Data Co
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Gain access to field sites Gaining
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Example from the Field: Consent Pro
Page 65 and 66: An interviewer fatigue factor must
Page 67 and 68: Special note on selecting household
Page 69 and 70: Experience from the Field: Question
Page 71 and 72: Chapter Five: Data Analysis This ch
Page 73 and 74: Computer Software for Quantitative
Page 75 and 76: to be significant may not be releva
Page 77 and 78: If only one person will conduct the
Page 79 and 80: eading each set of notes or transcr
Page 81 and 82: Chapter Six: Reporting and Dissemin
Page 83 and 84: sis, but also ensure that no harm c
Page 85 and 86: Analytical approach The analytical
Page 87 and 88: Education District 1 District 1 Dis
Page 89 and 90: Creating a Terminology List One key
Page 91 and 92: “This is what I’m hearing; Does
Page 93 and 94: Working with the Media The media pl
Page 95 and 96: Chapter Seven: Translating Data int
Page 97 and 98: more appealing to other stakeholder
Page 99 and 100: AIDS, children living in extreme po
Page 101 and 102: Glossary of Terms Advocacy: Act or
Page 103 and 104: nuclear family, including grandpare
Page 105 and 106: Orphans: Children 18 years or young
Page 107 and 108: Social desirability bias: Bias that
Page 109 and 110: References Demographics Loudon M. 2
Page 111 and 112: Orphans and Vulnerable Children in
Page 113 and 114: Appendix A: Resources Orphans and V
Page 115: Kalton, G. 1989. Introduction to Su
Page 119 and 120: Appendix C: Example Protocol Exampl
Page 121 and 122: Appendix D: Ethical Considerations
Page 123 and 124: Appendix E: Example Organizational
Page 125 and 126: 22. What are the organization’s s
Page 127 and 128: Specific care for children with HIV
Page 129 and 130: Appendix F: Example In-Depth Interv
Page 131 and 132: Appendix G: Example Focus Group Dis
Page 133 and 134: Topic Guide for Focus Group Discuss
Page 135 and 136: Topic Guide for Focus Group Discuss
Page 137 and 138: Example Focus Group Discussion Guid
Page 139 and 140: Support and Training Needs of Careg
Page 141 and 142: Example Focus Group Discussion Guid
Page 143 and 144: Probe: • Volunteer care provider?
Page 145 and 146: Appendix H: Example Baseline Survey
Page 147 and 148: The 6- to 12-year-old children’s
Page 149 and 150: Section 2: Food Intake This section
Page 151 and 152: Section 3: Psychosocial Issues (con
Page 153 and 154: Section 4: Emotional Well-Being Che
Page 155 and 156: The 13- to 18-year-old children’s
Page 157 and 158: Section 2: Food Intake This section
Page 159 and 160: 3.1: Background Information on Fath
Page 161 and 162: No. Q322 3.2: Background Informatio
Page 163 and 164: 3.3: HIV/AIDS Issues and Relationsh
Page 165 and 166: No. Q351 Q352 Q353 Q354 3.3: HIV/AI
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3.4: Child/Guardian Relationship (c
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No. Q376 Questions and Filters How
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Section 4: Risk-Taking (continued)
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Section 6: Emotional Well-Being Che
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SECTION 0: IDENTIFICATION DATA 001
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Section 1: Background Characteristi
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Section 3: Perceptions of Guardians
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Section 3: Perceptions of Guardians
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Section 5: Household Economic Statu
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No. Q515 Q516 Q517 Q518 Questions a
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C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11
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Section 8: Psychosocial Issues (con
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Section 8: Psychosocial Issues (con
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Section 9: Emotional Well-Being Che
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Section 10: Household Access to Sup
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Section 1: Background Information N
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No. Q119 Q120 Q121 Questions and Fi
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Section 3: Household Head/Caregiver
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No. Q401 Q402 Q403 Q404 Q405 Q406 Q
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No. Q501 Q502 Q503 Q504 Q505 Q506 Q
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Appendix I: Example Consent Forms E
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Family Health International Institu
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