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Section 3: Psychosocial Issues Prepare the respondent for the next section by highlighting to him/her that these questions are sensitive. (Take note of the subsections and use them as “breaks” in the interview to retain the respondent’s interest and composure.) No. Q301 Q302 Q303 Q304 Q305 Q306 Q307 Q308 Questions and Filters How are you related to your guardian? How many children lived with you in your parents/guardian’s home before moving? How many of these children have the same parents as yourself? How many of these brothers, sisters and the other children are you living with in the same household? How happy are you living in this home? What do you do in your leisure time? (Do not read. CIRCLE if mentioned.) Who do you talk to when you have a problem or a worry? (Relationship to child) Before the guardian began to take care of you, how well did you know him/her? Coding Categories Mother Father Aunt Uncle Grandmother Grandfather Sister Brother Neighbor Cousin Y N 1 2 a 1 2 b 1 2 c 1 2 d 1 2 e 1 2 f 1 2 g 1 2 h 1 2 i 1 2 j Don’t Know 88 No Response 99 Boys__________ (indicate number) Girls__________ (indicate number) Don’t Know 88 No Response 99 Boys__________ (indicate number) Girls__________ (indicate number) Don’t Know 88 No Response 99 Boys__________ (indicate number) Girls__________ (indicate number) Don’t Know 88 No Response 99 Very happy 1 Happy 2 Sad 3 Very sad 4 Don’t Know 88 No Response 99 Football, other sports, physical activity Games, non-physical Being with friends, playing Being with family Dance, music, drama Reading Crafts, weaving, art, basketry Other __________________ Don’t Know 88 No Response 99 Y N Guardian 1 2 a Guardian’s husband/wife/relative 1 2 b Child's brothers/sisters Step-, foster-siblings Friends, other children No one, keep to myself Very well A little bit Not at all Not applicable Other __________________ Don’t Know 1 1 1 1 88 2 c 2 d 2 e 2 f No Response 99 Skip to If both are “0,” then skip to Q305 140 Guidelines and Tools
Section 3: Psychosocial Issues (continued) No. Q309 Questions and Filters Is there anything still bothering you about your parent’s/guardian’s death? Coding Categories Yes 1 No 2 Don’t Know 88 No Response 99 Skip to Q310 Q311 Q312 Q313 Q314 Q315 Q316 Q317 If yes, what is it? What is different about your life since your mother or father died? Do you have any personal items left for you by your mother/ father/ guardian? What items do you have? When do you look at these things? How do you feel when you see these things? Have you ever had sexual intercourse? Have you ever had sexual Intercourse against your will? __________________________ __________________________ Don’t Know 88 No Response 99 3.2: Special Items __________________________ __________________________ __________________________ Don’t Know 88 No Response 99 Yes 1 No 2 Don’t Know 88 No Response 99 Photos 1 Letters 2 Identification book 3 Bible 4 Clothes 5 Jewelry 6 Other __________________ Don’t Know 88 No Response 99 When I am sad 1 When I am feeling lonely 2 When I want to be closer to my late parents/guardians 3 Other __________________ Don’t Know 88 No Response 99 Content 1 Happy 2 Warm 3 Sad 4 Angry 4 Any time ——————— Don’t Know 88 No Response 99 3.3: Sexual Involvement Yes 1 No 2 Don’t Know 88 No Response 99 Yes 1 No 2 Don’t Know 88 No Response 99 If no, skip to Q316 Conducting a Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS 141
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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
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“This is what I’m hearing; Does
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Working with the Media The media pl
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Chapter Seven: Translating Data int
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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 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: Section 2: Food Intake This section
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 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
Page 189 and 190: Section 8: Psychosocial Issues (con
Page 191 and 192: Section 8: Psychosocial Issues (con
Page 195 and 196: Section 10: Household Access to Sup
Page 197 and 198: Section 1: Background Information N
Page 199 and 200: 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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