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

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• Attend community meetings and contribute? 14. What is the attitude of other children in the community toward orphans and vulnerable children (Kind? Sympathetic? Bullying? Stigma? Discrimination?) 15. What is the attitude of adults in the community toward orphans and vulnerable children (Kind? Sympathetic? Bullying? Stigma? Discrimination?) Example Focus Group Discussion Guides for Use with Healthcare Workers (Family Health International/Nigeria, 2001) INTRODUCTION: We are from Family Health International, an international health organization working with the Nigerian government to improve the health of Nigerians. We are currently doing an assessment regarding orphans and vulnerable children to help in planning our future cooperation with the Nigerian government. As part of our assessment, we are talking to a wide cross section of people in the society, including government officials, community and religious leaders, health workers, teachers, NGOs and community members. We would use the information we generate to plan activities that will address identified needs of orphans and vulnerable children. 1. Have you noticed an increase in the number of orphans in this community? Why is this so? How big is the problem of orphans now? 2. Apart from orphans, have you noticed an increase in the number of children in need (street children, almajiri, area boys and girls, hawkers, child beggars, child prostitutes) in this community? Why is this so? How big is the problem? 3. What are the problems of orphans/children in need of support in this community? Probe: • Care needs (e.g., medical, psychosocial)? • Support needs (e.g., shelter, food, clothing, education)? 4. What are the options available in this community for the care and support of orphans/ children in need? Who should be responsible? Which option do you consider the best? Probe: • Immediate and extended family? • Adoption? • Foster care? • Institutional care? 5. Is existing care adequate? Is it sustainable? 6. How can existing care be improved? Probe: • By community? • By organizations? • By government? • By individuals and families? 7. In general, what is the attitude of community members toward PLWHA and/or their orphans? Probe: • Sympathetic and emphatic? • Indifferent? • Stigmatized? • Discriminated against? 8. What resources can be mobilized and/or harnessed to provide care and support to orphans and children in need in this community? Probe: • Community resources – internal? • Human resources? • Financial/material resources? 9. Please tell us what you think the training needs are of people who care for orphans and children in need? 10. Please tell us how you would like to be involved in providing care and support for orphans/ children in need? 132 Guidelines and Tools
Probe: • Volunteer care provider? • Resource mobilization (funding and materials)? • Attend community meetings and contribute? 11. Ask about schooling/education Probe: • Who pays school fees, provides uniforms and books? • Dropouts and reasons for dropping out of school? 12. Ask about health issues. Probe: • Common health problems? • Where is treatment obtained? • Who pays for it? 13. What is the attitude of other children in the community toward orphans and vulnerable children (Kind? Sympathetic? Bullying? Stigma? Discrimination?) 14. What is the attitude of adults in the community toward orphans and vulnerable children (Kind? Sympathetic? Bullying? Stigma? Discrimination?) Conducting a Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS 133
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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
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Experience from the Field: Question
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Chapter Five: Data Analysis This ch
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Computer Software for Quantitative
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to be significant may not be releva
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If only one person will conduct the
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eading each set of notes or transcr
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Chapter Six: Reporting and Dissemin
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sis, but also ensure that no harm c
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Analytical approach The analytical
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Education District 1 District 1 Dis
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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 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: Example Focus Group Discussion Guid
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
Page 167 and 168: 3.4: Child/Guardian Relationship (c
Page 169 and 170: No. Q376 Questions and Filters How
Page 171 and 172: Section 4: Risk-Taking (continued)
Page 173 and 174: Section 6: Emotional Well-Being Che
Page 175 and 176: SECTION 0: IDENTIFICATION DATA 001
Page 177 and 178: Section 1: Background Characteristi
Page 179 and 180: Section 3: Perceptions of Guardians
Page 181 and 182: Section 3: Perceptions of Guardians
Page 183 and 184: Section 5: Household Economic Statu
Page 185 and 186: No. Q515 Q516 Q517 Q518 Questions a
Page 187 and 188: C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11
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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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