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

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3.3: HIV/AIDS Issues and Relationships in Household (continued) No. Q344 Questions and Filters How do you feel about being separated from your brothers/ sisters or other children? (Do not read the response. CIRCLE response mentioned for this and all other with similar responses, AND always probe a minimum of 3 times to get further answers.) Coding Categories Sad, unhappy 1 Sorrowful 2 Worried 3 Angry 4 Scared 5 Isolated, alone 6 Resolute, determined 7 Comforted, relieved 8 Happy, contented 9 Other_______________________ Don’t Know 88 No Response 99 Sad, unhappy 1 Sorrowful 2 Worried 3 Angry 4 Scared 5 Isolated, alone 6 Resolute, determined 7 Comforted, relieved 8 Happy, contented 9 Other_______________________ Don’t Know 88 No Response 99 Very well 1 Well 2 Poorly 3 Very poorly 4 Not applicable (no other children) 5 Don’t Know 88 No Response 99 _______________________ _______________________ _______________________ Skip to Q345 Q346 How do you think your brothers, sisters or other children feel about being separated? (Do not read the response. CIRCLE response mentioned for this and all other with similar responses, AND always probe a minimum of 3 times to get further answers.) How do you get along with your brothers, sisters, and the other children you moved with into this household? Q347 What changes have occurred in your relationship with your brothers and sisters since you moved into this household? Q348 Q349 Q350 How do you get along with the other children in your current household? How do you get along with your guardian? How do you feel living in this home? Very well 1 Well 2 Poorly 3 Very poorly 4 Not applicable (no other children) 5 Don’t Know 88 No Response 99 Very well 1 Well 2 Poorly 3 Very poorly 4 Don’t Know 88 No Response 99 Very happy 1 Happy 2 Sometimes happy 3 Sad 4 Very unhappy 5 Don’t Know 88 No Response 99 154 Guidelines and Tools
No. Q351 Q352 Q353 Q354 3.3: HIV/AIDS Issues and Relationships in Household (continued) Questions and Filters Give reasons why you feel this way? How do you spend your free time? (Do not read the response. CIRCLE response mentioned for this and all other with similar responses, AND always probe a minimum of 3 times to get further answers.) With whom do you spend most time? (Relationship to child) (Only one response is allowed.) What do you do when you have a problem? Coding Categories There is food 1 There are clothes 2 They treat me well 3 Pay for school 4 I am beaten 5 I am mistreated 6 Have more chores 7 Other __________________________ Don’t Know 88 No Response 99 Football, other sports, physical activity 1 Taking “drugs” 2 Being with friends, playing 3 Being with friends, drinking beer 4 Going to Church 5 Dance, music, drama 6 Having boy/girl friend 7 Reading 8 Crafts, weaving, art, basketry 9 Other __________________________ No Response 99 3.4: Child/Guardian Relationship Guardian Guardian’s husband Guardian’s wife Guardian’s relative Child's brothers Child’s sisters Child’s foster brother Child’s foster sister Guardian’s friend Child’s friends No one, keep to myself Mother Father 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 1 2 k 1 2 l 1 2 m Other_________________________ Don’t Know 88 No Response 99 Talk to somebody 1 Cry 2 Ignore it 3 Pray 4 Nothing (keep it to myself) 5 Other ______________________ Don’t Know 88 No Response 99 Skip to Conducting a Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS 155
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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
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AIDS, children living in extreme po
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Glossary of Terms Advocacy: Act or
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nuclear family, including grandpare
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Orphans: Children 18 years or young
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Social desirability bias: Bias that
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References Demographics Loudon M. 2
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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 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: 3.3: HIV/AIDS Issues and Relationsh
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 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
Page 201 and 202: Section 3: Household Head/Caregiver
Page 203 and 204: No. Q401 Q402 Q403 Q404 Q405 Q406 Q
Page 205 and 206: No. Q501 Q502 Q503 Q504 Q505 Q506 Q
Page 207 and 208: Appendix I: Example Consent Forms E
Page 210: Family Health International Institu
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