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

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Copyright 2005 Family Health International All rights reserved. This book may be freely reviewed, quoted, reproduced or translated, in full or in part, provided the source is acknowledged. This publication was funded by USAID’s Implementing AIDS Prevention and Care (IMPACT) Project, which is managed by FHI under Cooperative Agreement HRN-A-00-97-00017-00. Cover photo: Children, some orphaned by AIDS, at a community day care project in Maputo, Mozambique. Photo credit: P. Bennett/IDRC Use of a person’s image in an FHI publication does not indicate or imply his or her HIV status.
A Framework and Resource Guide Conducting a Participatory Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS: Guidelines and Tools April 2005
Page 1: 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
Page 15 and 16: Chapter One: Overview One of the mo
Page 17 and 18: could identify a Situation Analysis
Page 19 and 20: III. Overview of Situation Analysis
Page 21 and 22: and updated throughout the situatio
Page 23 and 24: are able to formulate and take resp
Page 25 and 26: Chapter Two: Situation Analysis Man
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
Page 39 and 40: Chapter Three: Data Collection Meth
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
Page 49 and 50: dren. For example, an FGD may incre
Page 51 and 52: It is preferable to tape-record eac
Page 53 and 54:
• Most critical needs • Unmet n
Page 55 and 56:
Existing Survey Data Collection Too
Page 57 and 58:
Experience from the Field: Determin
Page 59 and 60:
Chapter Four: Management of Data Co
Page 61 and 62:
Gain access to field sites Gaining
Page 63 and 64:
Example from the Field: Consent Pro
Page 65 and 66:
An interviewer fatigue factor must
Page 67 and 68:
Special note on selecting household
Page 69 and 70:
Experience from the Field: Question
Page 71 and 72:
Chapter Five: Data Analysis This ch
Page 73 and 74:
Computer Software for Quantitative
Page 75 and 76:
to be significant may not be releva
Page 77 and 78:
If only one person will conduct the
Page 79 and 80:
eading each set of notes or transcr
Page 81 and 82:
Chapter Six: Reporting and Dissemin
Page 83 and 84:
sis, but also ensure that no harm c
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Analytical approach The analytical
Page 87 and 88:
Education District 1 District 1 Dis
Page 89 and 90:
Creating a Terminology List One key
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“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 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
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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:
Page 175 and 176:
SECTION 0: IDENTIFICATION DATA 001
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Section 1: Background Characteristi
Page 179 and 180:
Section 3: Perceptions of Guardians
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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:
Page 191 and 192:
Page 193 and 194:
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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