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Section 8: Psychosocial Issues (continued) No. Q814 Q815 Q816 Q817 Q818 Q819 Questions and Filters When they do talk about their parent\(s), whom do they talk with? (DO NOT read the list. CIRCLE 1 if item is mentioned. Also probe: “Anyone else?”) Have you ever talked with the children about the death of their parent(s)? How often in the previous 6 months have you talked with the children about their deceased parent(s)? When was the last time you talked with the children about their deceased parent(s)? Have either of the parents been seriously ill? (If neither parent has died nor been seriously ill, skip to Q821.) How has the illness or death of their parent(s) effected the children’s daily life (circumstances, etc.) if at all? (DO NOT read the list. CIRCLE 1 if item is mentioned. Also probe: “Anything else?”) Coding Categories Guardian Guardian’s husband/wife/relative Stepsiblings or foster-siblings Their own brothers or sisters Friends, cousins, other children Other adult relative not living with them Schoolteacher Clergyman Other _______________________ Don’t know 88 No response 99 Yes 1 No 2 Don’t know 88 No response 99 Daily 1 Weekly 2 Monthly 3 Every few months 4 Only one time 4 Other _______________________ Don’t know 88 No response 99 Today 1 Yesterday 2 This week 3 Last week 4 Two weeks ago 5 Last month 6 More than a month ago 7 Don’t know 88 No response 99 Yes 1 No 2 Don’t know 88 No response 99 Their school attendance has declined/stopped Their grades have worsened They do more housework or field work They have to take care of smaller children They have to take care of a living parent We have less food/money as a family It has not effected their life circumstances Other ______________________________ Y N 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 Y N 1 0 1 0 1 0 1 0 1 0 1 0 1 0 Don’t know 88 No response 99 Skip to If no, skip to Q818 If no, skip to Q821 180 Guidelines and Tools
Section 8: Psychosocial Issues (continued) No. Q820 Q821 Questions and Filters How has the illness or death of their parent(s) affected the way the children feel about life? (DO NOT read the list. CIRCLE 1 if item is mentioned. Also probe: “Anything else?”) For those households that are a combination of children from more than one family ask (If not, skip to Q824.) For those children you have taken in, are all of the brothers and sisters living together? How often do they get to see those who live elsewhere? Sad, unhappy Sad, but determined to face the future Worried Scared Isolated, alone Angry Comforted, relieved Happy Other ______________________________ Y N 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 Don’t know 88 No response 99 Yes 1 No 2 Don’t know 88 No response 99 Skip to If no, skip to Q824 Q822 Daily 1 Weekly 2 Monthly 3 Every few months 4 Only one time each year 5 Never 6 Other _____________________________ Don’t know 88 No response 99 Q823 Q824 Q825 How do you think the children feel about being separated? Who do you talk with when you are worried or have a problem? (Do NOT READ list. CIRCLE 1 if mentioned.) For those households that are a combination of children from more than one family ask (If not, skip to Q826): What is difficult about taking in other children? (Do NOT READ list. CIRCLE 1 if mentioned.) Sad, unhappy Sad, but determined to face the future Worried Scared Isolated, alone Angry Comforted, relieved Happy Other ______________________________ Don’t know 88 No response 99 Spouse, partner Parent Best friend Clergy Neighbor No One Other ______________________________ Don’t know 88 No response 99 It gets hard financially There is less food to go around Some children can’t go to school I have no time to rest Too much pressure Other ______________________________ Y N 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 0 Y N 1 0 1 0 1 0 1 0 1 0 1 0 Y N 1 0 1 0 1 0 1 0 1 0 Don’t know 88 No response 99 Conducting a Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS 181
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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
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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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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 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: 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
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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