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

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This Guide does not present steps for undertaking analysis or data gathering related to governmental and nongovernmental sector systems and structures (e.g., policy/laws, mass media, economic situation); such steps are available in a companion document prepared by Population, Health, and Nutrition Information Project (PHNI). 1 The PHNI document provides a comprehensive framework for gathering a broader spectrum of information on the situation of OVC. For example, it suggests ways to assess policy and regulatory environments. The PHNI resource is arranged by topic area, such as demographics, health, economic issues, education, social and psychosocial wellbeing, and laws and policy. It also suggests key questions that need to be asked under each topic area. This Guide (by FHI/IMPACT) differs from the PHNI document in that this one offers a step-wise approach to undertaking information-gathering and analysis. Using this Guide and the PHNI resource together makes it possible to develop a tailored process that best addresses specific information needs for a specific situation. How Is This Guide Organized? This Guide includes seven chapters and eight appendices. The seven chapters provide background information and guidance on key steps in a situation analysis, including organizing advisory and data collection teams; determining analysis priorities; gathering, managing, and analyzing the data; developing the report; and disseminating the findings to mobilize action. The eight appendices include a resource list, examples of data collection tools, and other materials. Whose Situation Are We Trying To Assess? Definitions of “orphan” and “vulnerable children” A situation analysis is a mechanism for gathering and analyzing data.As such, obtaining useful and quality data depends on having clear parameters to minimize ambiguous findings and interpretations.A top priority is specificity in defining the groups or conditions to be analyzed.The level of specificity used to define the subjects of the situation analysis is likely (and expected) to differ from the definitions used by other nations, communities, and organizations that are implementing OVC programs.There are various definitions of “orphans and vulnerable children”; some country-level definitions are used for legal purposes, while other definitions are used for programming frameworks.At the community and programmatic levels community members and stakeholders know that targeting programs exclusively to HIV/AIDS-affected children or to children whose parents have died due to AIDS can have negative consequences, such as further stigmatization or discrimination against these children. Therefore, defining program beneficiaries can and indeed must be a subjective process. Establishing non-program-specific baselines or tracking the well-being of children at the national or sub-national levels requires more objective definitions. For the exclusive purpose of data gathering, it is helpful to establish criteria to identify those who will be the subjects of the research. For example, a survey interviewer approaches a house and must ask questions that will determine if a household member qualifies to be interviewed (e.g., Does a child who has lost one or both parents live here? Is someone in the household suffering from an illness lasting three or more months?).Thus, it may be necessary to conduct formative research to establish definitions before commencing primary data collection for the situation analysis.To initiate discussion, the Advisory Team should review existing country definitions and the following definitions adapted from in Children on the Brink 2004: • Maternal orphan: Child under age 18 whose mother, and perhaps father, has died • Paternal orphan: Child under age 18 whose father, and perhaps mother, has died • Double orphan: Child under age 18 whose mother and father have died • Vulnerable child: Child whose survival, wellbeing, or development is threatened by HIV/AIDS or other life-threatening illnesses. Note: Analysis of secondary data may present challenges if definitions of orphan and/or vulnerable child vary across data sets. For example, data may be limited by age parameters.This variance must be clearly reported. 1 Conducting a Situation Analysis of Orphans and Vulnerable Children: A Framework and Resource Guide, PHNI, February 2004. 8 Guidelines and Tools
III. Overview of Situation Analysis Process Guiding Principles While each situation analysis will generate its own set of guiding principles based on the country context, the following are general considerations based on experience: • Protecting children • Ensuring a collaborative process • Accessing existing knowledge and resources • Enhancing capacity • Maintaining joint ownership • Taking a multisector approach Protecting children Research undertaken with children, especially traumatized children, can stir up strong emotions and even severe distress. Ethical standards (e.g., “do no harm”) relating to children and young people must be strictly upheld during the process. For example, there is a possibility that merely identifying children to be interviewed can be stigmatizing. One must carefully weigh the usefulness of the information to be gained against the potential negative impacts of the data collection methodology. Details on protecting the rights of the child during data collection are presented in Ethical Guidelines for Gathering Information from Children and Adolescents (FHI/Horizons/UNICEF/USAID). Ensuring a collaborative process Conducting a situation analysis as a broadly inclusive, highly participatory process provides an opportunity to bring together key participants—those already engaged and those who will need to be involved as the process continues—to identify the best steps to take. If key stakeholders, especially community representatives, participate, the analysis will be grounded in the local context and produce more meaningful results than an analysis conducted by external technical advisors. Local involvement makes the results more credible to more stakeholders and is more likely to result in action. Stakeholders can include representatives from: • OVC and HIV/AIDS task forces or committees • Government ministries and departments (especially those not traditionally engaged in children’s issues) • Nongovernmental and community-based organizations (NGOs/CBOs) • Associations of people living with HIV/AIDS (PLWHA) • Faith-based organizations (FBOs) • Women’s groups • Schools and universities • Community and civic organizations • Youth and children’s groups • Private businesses • Local research firms • Clinical and social services • International organizations • Donors • Other concerned groups Ensuring stakeholder representation, inclusion, and participation when undertaking a situation analysis is more likely to result in united action for OVC. Often, people associated with sectors not normally involved with children do not recognize the significance of vulnerable children to their work. For example, the Ministry of Finance might not have calculated the costs of failing to respond to HIV/AIDS-affected children. Experience shows that involving such stakeholders in the situation analysis (e.g., asking the private sector to produce a section on the economic implications of the HIV/AIDS crisis) may show them that they, too, have a reason to play a role in reducing the effects of HIV/AIDS on children and their families. Accessing existing knowledge and resources. It is important to capitalize on existing resources and infrastructure in a country before seeking additional resources. One key function of the situation analysis is to develop a list of contacts and resources that can offer information and perspectives on HIV/AIDS-affected children, youth, and families. There is a plethora of existing data and documents, both formal and informal, in all countries. There is also much to be gleaned from experience and resources from other countries. Enhancing capacity The process of implementing a situation analysis should in itself build national and local capacity, knowledge, and skills. While external assistance is useful, local knowledge and skills should be used as much as possible. The individuals with the best knowledge of the situation of children and families are likely to be local people who are Conducting a Participatory Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS 9
Page 1 and 2: A Framework and Resource Guide Cond
Page 3 and 4: A Framework and Resource Guide Cond
Page 5 and 6: Preface For over a decade, stakehol
Page 7 and 8: Table of Contents Acronyms . . . .
Page 9 and 10: Abbreviations and Acronyms AIDS . .
Page 11 and 12: Introduction Worldwide, the number
Page 13 and 14: to them, but conditions will evolve
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Page 23 and 24: are able to formulate and take resp
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Page 27 and 28: Responsibilities of Technical Lead
Page 29 and 30: cially launch the primary data coll
Page 31 and 32: The role of a PSSP is to provide im
Page 33 and 34: Illustrative Organization Chart Sit
Page 35 and 36: Training In-Depth Interviewers and
Page 37 and 38: Situation Analysis Phase Planning 1
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Page 41 and 42: can then be designed to focus on th
Page 43 and 44: Comprehensively Analyzing the Situa
Page 45 and 46: may produce an endless list of topi
Page 47 and 48: themes or domains for the situation
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Page 57 and 58: Experience from the Field: Determin
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Page 61 and 62: Gain access to field sites Gaining
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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
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Appendix A: Resources Orphans and V
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Kalton, G. 1989. Introduction to Su
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Appendix B: Criteria Used To Select
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Appendix C: Example Protocol Exampl
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Appendix D: Ethical Considerations
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Appendix E: Example Organizational
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22. What are the organization’s s
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Specific care for children with HIV
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Appendix F: Example In-Depth Interv
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Appendix G: Example Focus Group Dis
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Topic Guide for Focus Group Discuss
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Topic Guide for Focus Group Discuss
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Example Focus Group Discussion Guid
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Support and Training Needs of Careg
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Example Focus Group Discussion Guid
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Probe: • Volunteer care provider?
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Appendix H: Example Baseline Survey
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The 6- to 12-year-old children’s
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Section 2: Food Intake This section
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Section 3: Psychosocial Issues (con
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Section 4: Emotional Well-Being Che
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The 13- to 18-year-old children’s
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Section 2: Food Intake This section
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3.1: Background Information on Fath
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No. Q322 3.2: Background Informatio
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3.3: HIV/AIDS Issues and Relationsh
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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 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 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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