Conducting a Participatory Situation Analysis of.pdf - Global HIV ...

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Protocol for Long-Term Role of Psychosocial Support Persons in Their Communities After the research study has ended, the PSSPs may, in their personal/voluntary capacity, decide to: 1. Work with guardians/families/community/ churches/schools or other organizations to enhance the emotional well-being of orphans and vulnerable children. 2. Report abuse cases that have occurred AFTER the research period, using guidelines provided by local community groups (e.g., Young Women’s Christian Association). 3. Sensitize the community on issues such as child abuse. Please ensure that you adhere strictly to these guidelines. Sign below to confirm that you understand the guidelines and that you will adhere to them. I understand that the guidelines prohibit me from following up a referral with an agency. This is to absolutely ensure confidentiality of the study participants. Signature: ____________________ Print Name: ___________________ Date: ________________________ 110 Guidelines and Tools
Appendix D: Ethical Considerations Ethical Considerations When Gathering Information from Children and Adolescents Excerpt from: “Ethical Guidelines for Gathering Information from Children and Adolescents,” forthcoming from www.popcouncil.org/horizons or contact horizons@pcdc.org. Flow Diagram The following flow diagram summarizes the main points to be considered when planning an activity to gather information from children and adolescents that meets ethical standards: Start Address the issue IS THE PROPOSED INFORMATION-GATHERING ACTIVITY NECESSARY AND JUSTIFIED? • Is the activity taking place within the broad context of a participatory approach? • Is the purpose of the activity clearly defi ned and are suffi cient funds available? • Is the required information unavailable elsewhere (e.g. in existing documents or from older informants)? • Will the young people involved in this activity benefi t from it? No Abandon Activity Yes Address the issue IS THE PROPOSED ACTIVITY DESIGNED TO GET VALID INFORMATION? • Is there a written description of how the data will be collected, analyzed, and used? • Have opportunities been identifi ed for children to express their views about the design and conduct of the activity? • Does the sampling methodology ensure that all children have an equal opportunity to participate, recognizing gender, ethnic, and other barriers? • Have instruments been developed in consultation with professionals, locally translated, and fi eld tested? • Has the use of a comparison group for operations research been ethically justifi ed? No Abandon Activity Yes Address the issue HAVE COMMUNITY AND STAKEHOLDER CONCERNS BEEN APPROPRIATELY CONSIDERED? • Have all the appropriate community and related groups with an interest in the results been consulted for permission to work with children? • Have efforts been made to ensure that community and potential participants understand the activity’s purpose and possible outcomes to avoid raising false expectations? • Are local supervision mechanisms in place to monitor child protection and review ongoing activities? No Abandon Activity Yes Turn to next page Address the issue HAVE ADVERSE CONSEQUENCES OF THE PROPOSED ACTIVITY BEEN ANTICIPATED? • Have potentially harmful direct consequences of the activity been anticipated and safeguarded against? • Has the possibility of community stigma from participation been anticipated and safeguarded against? Have the identities of participants been protected? Have fi eld staff been appropriately selected, trained, and supported? • • • Are fi eld staff and associated community resources prepared to anticipate, recognize, and respond to children’s needs for follow up, recognizing age, gender, ethnicity, etc? Conducting a Participatory Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS 111 Abandon No Activity
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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
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An interviewer fatigue factor must
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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 and 116: Kalton, G. 1989. Introduction to Su
Page 117 and 118: Appendix B: Criteria Used To Select
Page 119: Appendix C: Example Protocol Exampl
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
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Page 167 and 168: 3.4: Child/Guardian Relationship (c
Page 169 and 170: 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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